Effects of Task-Based Interactions in E F L Classrooms
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Abstract
The purpose of this study is to explore how task-based interactions are connected to the learners’ English oral production development. Focused on the communication tasks as activities which the students carry out, task effects and task type differences were investigated longitudinally. In order to explore the long-term effects of task-based interactions and task type differences, the experiment was carried out on two task types, the required information exchange type and the optional information exchange type. The longitudinal task effects were investigated in terms of speech amount, accuracy, complexity and fluency. The research results show that overall longitudinal task effects on English oral development could be very questionable. However, very limited as it is, we have the result of task type differences. The optional task type was found to have some more longitudinal effect in the variables of accuracy and complexity than the required type. This finding suggests that the task requirement does not have any significant differences for the Korean EFL learners. As for the variable of fluency, there were no differences even in the optional task type. Extremely preliminary as they are, the results of explorations of the meaning-focused task-based interactions show some significance of task types even in the unstructured, unfocused task applications, which have no targeted linguistic items. This means that if we obtain this result even in the unfocused tasks, more focused, more structured and more seriously selected task types work much more positively in the English communicative classrooms.
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