Task-Based Approach: Communicative Tasks in Italian as a Foreign Language Teaching
DOI:
https://doi.org/10.11606/issn.2238-8281.v0i28p40-54Keywords:
Task-based learning, Meaning, Communication, Italian L2Abstract
Subject of numerous studies and essays since the 1980s, the task-based approach has attracted the interest of linguists and scholars who are dedicated to the teaching and learning of foreign languages because it proposes a vision that is not limited to learning the forms of language and provides, instead, multiple purposes, considering as its ultimate goal the integral formation of the student. In fact, besides being based on the meaning and on a broad vision of the relationship between the subject and the language he is learning, the task also seeks to provide an opportunity to get to know the language in use and, therefore, gain awareness about its possibilities and what we can do with the language. This article will present reflections on the definition and on concepts related to tasks, as well as examples, based on Italian as second language, of how certain changes in the perspective of the teacher can turn simple classroom activities into tasks.
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