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One of the main challenges in teaching Arabic language is teaching the phonetic system in a systematic method Because language learners need to understand different phonetic levels through practical training in order to establish communicate purposefully and interact properly with native speakers, so that in addition to acceptable and comprehensible pronunciation in their interactions, they can provide correct verbal and non-verbal reactions to the spoken word. Therefore, the present study intends to study the task-based approach in teaching the Arabic sounds with a descriptive-comparative method. The results indicate that main difference between Persian sounds and Arabic is in the fourth level of difficulty (θ /ħ /ð /sˤ /dˤ /tˤ /ðˤ /ʕ /ɣ) and then in the third level (z /s /ʃ /dʒ /k /q /w). the task-based approach with the “pre-task phase” makes the learner cognitively aware of these differences as well as the level of Suprasegmental and creates the necessary preparations, then in the stage During task with emphasis on all aspects of language at the level of Segmental and suprasegmental of speech and behaviorally reinforce them by engaging the learner in applied tasks based on their needs in communication situations, emphasizing pivotal interaction. So that by using real tasks and in the context of the audio text, in addition to placing the learner in areal communication situation, the challenge of changing the properties of sounds, is solved by accompaniment, and by stabilizing the cognitive dimension and repetition of tasks in quasi-real situations in the post-task phase. In creases the communication ability of language learners. Therefore, it can be said that the task-based approach is quite suitable for use in teaching the phonetic system of the Arabic language.

The Task-Based Approach (TBA) has become more popular in the domain of teaching translation in the last few years of the current century. This study aimed to investigate the effective role played by utilizing the Task-Based Approach in improving sight translation skills among Saudi students of translation at King Khalid University. It is hypothesized that there is no statistically significant difference between the mean scores of the undergraduate students of sight translation who are taught sight translation utilizing the Task-Based Approach and that the students of sight translation who are taught sight translation utilizing the traditional methods. The study results revealed that the Task-Based Approach (TBA) is effective in improving sight translation skills among Saudi students of translation. Also, undergraduate students of sight translation should be trained to develop their competency in translation by reaping great benefits from the Task-Based Approach (TBA). Instructors of sight translation and experts should supply plenty of drills in sight translation by using the Task-Based Approach (TBA) in teaching. Additionally, instructors of sight translation should be fully aware of the importance of using the Task-Based Approach (TBA) to increase the undergraduate translation students' sight translating rate and comprehension skills.

Literary text and literature, as a cultural expression of a community, take a necessary place in the teaching of a second language, understood from the communicative and social point of view. This approach has historically centred the discussion of its teaching around the selection of contents, whose solutions have oscillated between absolute respect for the canon or a use of the literary text with a merely practical purpose (to teach lexicon, grammar, expressions...), devoid of its aesthetic and cultural significance. The aim of this article is to re-evaluate this question, through a review of the methodological transformations that have placed the literary text as a significant learning tool, starting from a processual and task-based approach. Inductive learning, on which it is based, empowers the active role of the learner and enables the conversion of his or her cultural habits and practices into academic skills relevant to his or her training. Alternative canon criteria and models will also be presented. In this case, the use of works belonging to the canon of Galician literature will be based on a specific didactic proposal, based on a broad and plural conception of Hispanic literary references. In order to achieve the intercultural purposes, that it pursues, it will rely on the significance of literary geographies to construct maps, discourses and conceptual imaginaries, relevant to the construction of a solid, broad and diverse cultural competence.

Reading CEFR texts that use the task­based approach to teaching/learning foreign languages enables teachers to develop a critical approach towards the teaching aids that they have at their disposal and the ways they can be used in didactic process. In order to be up­to­date and teach Polish as a foreign language according to the rules of task­based approach the teacher must prepare the teaching aids on his own. However, older textbooks must not necessarily be banned and rejected. They often contain interesting examples of exercises that can be used during language classes. The main topic of the article is to present several ways of adapting the traditional textbooks to teaching and learning through the task­based approach. The author of the article asserts that it is not the type of textbook that decides about the method of teaching; on the contrary, with a little effort the teacher can apply a task­based approach using ‘traditional’ materials.

Studies on Second Language Acquisition (SLA) have been increasingly conducted in recent years, especially concerning the contributions of the so called task-based approach, which has been gradually undergone some adaptations, becoming a driving force for syllabus design. Within the field of Didactics of Translation (DT) the use of tasks has also, so far, proven to be an appropriate approach in the teaching and learning of translation. Therefore, in this article, I will discuss the differences regarding the rationale behind the definition of task as well as its application both in the SLA and in the DT environments. The method seeks to justify the choice of the discussed concepts, and presents the steps in the development a translation task here proposed. The discussion is grounded on this example of translation task and examines how the notion of task in SLA interfaces with the acquisition of translation competence in DT. The conclusion shows that SLA can inspire and contribute to DT concerning the task-based approach. Some of these contributions here discussed are authenticity, focus on meaning and on form, and planning. Furthermore, such contributions are applied in the development of a translation task, as a means of exemplification, and building a bridge between the areas of SLA and the DT.

A number of scholars in applied linguistics and reading proficiency have regularly underlined the significance of reading as a prerequisite to academic achievement and success. On that account, numerous studies have attempted to investigate a best course of action into presenting a new way of teaching reading proficiency. The present contribution attempts to investigate the probable effect of employing Harmer’s Engage, Study and activate (ESA) elements involved in teaching of tasks in developing reading comprehension of EFL learners. For this reason, two intact groups of each containing 15 Iranian EFL learners from Chabahar Maritime University were enrolled. Prior to the study, before the actual classes were inducted, participants were administered an FCE reading pre-test to ensure both groups equivalence and homogeneity. Consequently, the control group was instructed based on the principles of Grammar-translation method (GTM) and the experimental group was instructed through implementation of ESA elements involved in teaching of reading tasks. Eventually, at the end of the treatment period, a post-test of FCE reading comprehension was administered to investigate their performance in reading comprehension. The results of the statistical analyses, i.e. independent sample t-test showed that the experimental group has significantly outperformed the control group; the learners also showed a positive overall tendency towards the teaching method based on ESA elements .It is expected that the pedagogical implication of the study would make considerable contribution to the works of EFL teachers, Researchers, policy makers and curriculum designers.

This article presents a discussion of task-based approach in Communicative Language Teaching. A task is a classroom activity involving learner's interaction in which the main attention is on the meaning more than on the form of the target language. This approach may be applicable to TEFL in Indonesian context.

El objetivo de este artículo es profundizar en la aplicación del enfoque por tareas que habitualmente comporta el método comunicativo al tratamiento de la literatura en la enseñanza-aprendizaje de ELE. Para ello, se ajustan los principios del paradigma PCPP (presentación, conceptualización, práctica, producción) al trabajo con el texto literario, que se explota como parte de significativa de la competencia cultural. Los resultados pueden aplicarse a la creación de materiales para la mejora en el rendimiento del trabajo con la obra literaria, según se muestra en el ejemplo que aportamos a partir de La casa de Asterión, cuento de Jorge Luis Borges.

El objetivo principal de este artículo es, dada la relevancia actual de la lengua española en el contexto profesional brasileño, presentar una propuesta de curso de español para profesionales luso-hablantes de la consultoría en ingeniería, dirigido a estudiantes con un nivel B2 y destinado a tratar en profundidad el discurso propio de la consultoría en ingeniería además de aquellos aspectos relacionados con el quehacer diario, tanto en la oficina como en trabajos de campo, del profesional de la consultoría en ingeniería.