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The journal entitled On Examining Communicative Tasks in Second Language

Acquisition is written by Golds J. Tulung from Sam Ratulangi University, Manado. This

journal was published in TEFLIN Journal, Volume 19, Number 2, from page 105 to 118 in

August 2008. The purpose of this article is to study how communicative tasks involving

interactions in ESL classroom setting promote second language acquisition. In the article,

the topics discussed are the various definitions of task in language learning, theoretical

rationale for tasks regarding meaningful interaction generated from the tasks and how the

linguistic and interactional characteristics of the communication promote learners language

acquisition.

First, the article looks at the definitions of communicative tasks in language learning

particularly in classroom setting. Generally, tasks are activities designed to promote learners

to use language for communicative purposes. Through interactions, learners can negotiate

on meaning which will promote language acquisition. The main focus in communicative task

is on communication of meaning where students have to manipulate the language to solve

communication problems and ensure understanding. Learners have to first comprehend the

target language before they can produce it.

The second part of the article is on the theoretical rationale for tasks. Several studies

of Second Language Acquisition (SLA) have revealed that by engaging themselves in

meaningful interactions in class, learners will develop and acquire language better byfocusing on meaning and comprehensibility of the language. Both Longs interaction

hypothesis and Krashens input hypothesis emphasize on the importance of comprehensible

input in interactions. More importantly, interactive input is better for learners when they

negotiate meaning during interactions in their attempts to understand each other. Here,

comprehensible input means modified, simplified and contextual language for easier

comprehension in communication. The article also views Swains output hypothesis where in

the process of producing language, learners are aware and forced to focus on the form of

the target language. From there, they will formulate language system and reflect on it fromfeedback they get through interactions. This allows them to negotiate and modify their

utterances.

Lastly, the article discusses several characteristics of interactions and how they

promote language acquisition. To create meaningful interactions for learners, they have to

understand the content in order for them to communicate and one way to achieve this is

through comprehensible input and modification of the language. There are two types of

modifications which are linguistic and interactional. For linguistic, the language is simplified

in terms of slower rate in speech and the use of simple sentences and common vocabulary.

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On the other hand, interactional modification is at discourse level with repetitions and

paraphrases to aid understanding. The article also discusses the significance of negotiation

of meaning where learning takes place during interactions when learners ask questions or

paraphrase themselves to ensure comprehension and also receive feedback from others.

Negotiation of form is also important because here learners are aware of the different forms

in second language when they produce the language and teachers can encourage them to

do self-correction.

On Examining Communicative Tasks in Second Language Acquisition by Golds J. Tulung

- Communicative tasks : activities that promote interaction and require language usage

for communicative purposes, involve negotiation on meaning which promote

language development

- Learners comprehend, manipulate and produce target language by focusing on

meaning

- Conversational interactions, meaningful activities that focus on comprehensibility of

the language facilitate L2 learning

- Longs interaction hypothesis & Krashens input hypothesis: interactional modification simplified and specified language in context targeted to students in classroom aid

in comprehension of language which promote language learning (linguistic &

discourse modification)

- Interactive input allows learner to negotiate meaning to gain mutual comprehension

of each others message by asking or paraphrasing.

- Swains output hypothesis: when learners are producing language (speaking), they

are forced to focus on form (grammar rules & structures). Use feedback from others

to negotiate form and correct their language.