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In 'synthetic' approaches,
*meaning is primary
*learners are not given other people's meaning to regurgitate
*there is some sort of relationship to comparable real-world
activities
*task completion has some priority
*the assessment of the task is in terms of outcome.
(See, also, Bygate, Skehan and Swain 2001, who argue that
the way we define a task will depend to a certain extent on
the purposes to which task are used.)
References
Breen, M. (1987). Learner contributions to task design. In C.
Candlin and D. Murphy (eds.) Language Learning Tasks.
Englewood Cliffs NJ: Prentice-Hall.