THE ROLE OF TASK-BASED ASSESSMENT IN FOREIGN LANGUAGE EDUCATION
DOI:
https://doi.org/10.2024/tz2rmq38Keywords:
Task-based assessment, foreign language education, communicative competence, authenticity, language proficiency, task complexity, learner engagement, curriculum alignmentAbstract
Task-based assessment plays a pivotal role in foreign language education by offering a dynamic approach to evaluating learners' language proficiency. This article delves into the significance of task-based assessment in fostering communicative competence and authentic language use. Key concepts such as authenticity, task complexity, and learner engagement are explored within the context of task-based assessment. Through a comprehensive examination of various task types and assessment methods, this article highlights the effectiveness of task-based assessment in promoting meaningful language learning experiences. Furthermore, practical considerations for implementing task-based assessment strategies in the foreign language classroom are discussed, emphasizing the need for alignment with curriculum goals and learner needs. Overall, task-based assessment emerges as a valuable tool for assessing language proficiency while enhancing learners' communicative abilities and promoting language acquisition.
References
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. Pearson Education.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
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Copyright (c) 2024 Gulandom Kubayeva, Bahrom Rustamov (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
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