copy-n-pasted this from the recent call-for-papers email sent by Canadian Journal of Learning and Technology.
The language task is a key concept in language teaching and learning grounded in the communicative approach (Ellis, 2003; Nunan, 1989). This task can be defined as “a coherent and coordinated activity […], interactive or not, comprising a management of meaning, a link to the real world and a defined outcome, and in which the pragmatic result takes precedence over language performance” (Narcy-Combes, 2006). The language task is especially relevant in the context of computer-assisted language learning (CALL), in which information and communication technologies (ICT) facilitate its use and, in particular, allow access to authentic language, interaction and language production. In this context, the aim is to design learning scenarios (Guichon, 2006; Mangenot & Louveau, 2006) made up of macro and micro e-tasks (Mangenot & Soubrié, 2010) that, ideally, provide learners with opportunities to actively practice skills, to engage with others in one’s own language learning and to develop language autonomy.
Credit: CJLT editors