How Different Tasks Help L2 Learners Learn Socially Appropriate Language in English

What is it about?

Speaking a foreign language isn’t just about knowing words and grammar. It’s also about knowing how to communicate appropriately in different situations. This ability, called pragmatic competence, helps language learners sound more natural and polite, especially when making recommendations, negotiating decisions, or defending their opinions. This study compared three different teaching approaches to see which helps students learn these social communication skills best: Task-Based Learning (TBLT with explicit focus, T1-EG) – Students learned by working on tasks and later received explicit explanations about how to use language correctly. Task-Based Learning (TBLT with implicit focus, T2-EG) – Students learned by performing tasks and receiving corrections during conversations, but without explicit explanations. The Traditional PPP Method (Presentation-Practice-Production, PPP-EG) – Students first received direct instruction about language forms, then practiced exercises, and finally used the language in a task. My study involved 81 Polish high school students learning English. Their ability to use social expressions appropriately was tested before and after the lessons. Key Findings: 1) All three groups improved, showing that instruction matters when learning social communication skills. 2) Task-Based Learning (TBLT with explicit focus) worked best. These students showed the most progress and retained what they learned better than the other two groups. 3) TBLT with implicit focus and PPP were equally effective in the short term, but PPP students retained less knowledge over time. My findings suggest that using real-life tasks combined with some explicit instruction may be the best way to teach social communication in a foreign language.

Featured Image

Photo by Jason Goodman on Unsplash

Photo by Jason Goodman on Unsplash

Why is it important?

1) It focuses on real-world communication, not just grammar. 2) It adds to the debate on the best way to teach language. Should teachers focus on direct explanations, or should students learn through doing? This study shows that a combination of both approaches may be most effective. 3) It supports the shift toward task-based teaching. My study provides scientific evidence that Task-Based Learning is a powerful approach. 4) It helps teachers make informed choices. Language teachers often wonder whether tasks or direct explanations work better. This study shows that both can help, but a blend of tasks and explanations is ideal.

Perspectives

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Writing this article has been an exciting opportunity to explore how students develop their ability to communicate appropriately in a foreign language. I hope this study encourages teachers to use interactive tasks in their classrooms and recognize the value of combining meaningful conversation with explicit instruction.

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