The Role of Negotiation of Meaning in Second Language Acquisition

36 pronunciation or vocabulary and reserve the term ‘task’ for activities in which the purpose is related to the communication of meanings i.e. for what Nunan, 1989, p. 10, calls a “communicative task”. Willis 1996, p. 23 adopts this definition: “Tasks are always activities where the target language is used by the learner for a communicative purpose goal in order to achieve an outcome.” It is the ‘communicative’ definition that is used in most public discussions about Task- based Learning in Hong Kong. Based on the Secondary School Syllabus for English Language referred to earlier, tasks should include these features: Learning activities in which students focus upon and practise specific elements of knowledge, skills and strategies needed for the task CDC, 1999. The main advantages of Task-based Learning are that language is used for a genuine purpose of meaning, real communication should take place. The students are forced to consider language form in general rather than concentrating on a single form. One of the feature keys from communicative task is that the learners focus on meanings rather than learning or practicing forms. Further Characteristics of Tasks in the Hong Kong Syllabuses  They involve communicative language use in which the learners’ attention is focused on meaning rather than linguistic structures.  They should be authentic and as close as possible to the real world and daily life experience of the learners.  They should involve learners in various activities in which they are required to negotiate meaning and make choices in what, when and how to learn. CDC, 1999a, p. 43 37 Problem-based Learning is a student-centered pedagogy in which the students learn the subject in the context of complex, multifaceted, and realistic problems. The activity reflects the real life. The students are free to use any language they want. Playing a game, solving a problem or sharing information or experiences, can all be considered as relevant and authentic tasks. Producing an agreement or finding the right solution can be considered as a genuine task in Task-based Learning. The major role task is that the teacher changes from phase to phase. It also has a different focus in work with beginners than in work with advanced students. The emphasized meanings are believed being increase, the students pay no more attention to the forms they are producing and which, indeed, they may just have been taught. This might be the case in this role, if students are asked to perform it after learning different ways Harmer, 1991. The task-based lessons were aimed to create a need to learn and use language. The tasks will generate their own language and create an opportunity for language acquisition Krashen, 1996. The students should be given the opportunity to use English in the classroom as they use their own languages in everyday life. T eachers have a responsibility to enrich their students’ language when they see it is necessary.