Constructing oral tasks to promote oral interaction in the target language

Many foreign language teachers find it challenging to make pupils talk in the target language. Challenges can be found in contextual factors such as learner characteristics. However, our project focuses on the oral task and, explores how tasks can be constructed to be meaningful, functional and promote oral interaction.

During the first year of our project, lower secondary school teachers of French, German and Spanish participated. We used Ellis (2003) definition of task as a starting point, and constructed a task using task features (ibid.). The teachers used the task in their classrooms, recorded their pupils while engaging with the task and transcribed the recordings. Inspired by genre theory, certain interactional patterns were identified and, discussions followed on what changes were to be made to the task. The task was then modified and tried again. Most changes were made in relation to the input of the task and the product.

Now, in the second year of our project, both lower and upper secondary teachers are participating. Target languages are French, German, Spanish and Russian. We keep using task features (Ellis, 2003) and genre theory, since they have proven to be useful tools. However, this year we are constructing different tasks and modifying the task through three cycles. The task is supposed to elicit reasoning to greater extent, as reasoning seems to lead to a more developed interaction.

Reference

Ellis, R. (2003). Taskbased language learning and teaching. Oxford University Press.