Task Based Language Assessment

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Ellis (2003) considers tasks which involve unspecific language use as 'unfocused tasks' and tasks which are encouraging the possessing of specific linguistic features as 'focused tasks'. Ellis maintains applying both of the mentioned tasks is possible in TBLT courses while concerning interaction hypothesis; focused tasks have contribution to second language acquisition. Ellis (2003) entitles pedagogic tasks and real-world tasks as 'unfocused' tasks and structured-based production tasks, structured-based comprehension tasks, and consciousness-raising tasks as 'focused' tasks. He believes unlike 'exercises' which mostly deals with practicing a specific form of language, in focused tasks learners are not informed of the specific linguistic focus, therefore they are free to concentrate on meaning and choose their own resources while any attention to form will be incidental (p. 141).

2.1.2. Task based language assessment
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It is based on the same underlying principles as TBLT, but extends them from the learning-and-teaching domain to the testing domain. Specifically, as in TBLT methodology, testing /assessment in TBLA is also organized around tasks rather than in terms of grammar or vocabulary. For instance, Long and Norris (2000, p. 600) state that “genuinely task-based language assessment takes the task itself as the fundamental unit of analysis, motivating item selection, test instrument construction and the rating of task

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