Releveance Theory : A Reflection on Reflective Task-based Instruction

According to Skehan (3002) , there is a range of different approaches , often which do not indicate complete agreement on all task-based instruction issues. Ellis (3002) states that the restricted nature of task-based communication , cultural relativity of task-based teaching , and the impossibility of teaching language as communication are considered as theoretical objections to task-based teaching. Likewise, Skehan (3002) regarded the origins of task researches as one of the critiques of task based instruction. Furthermore, difficulties regarding the definitions of task , scope, perspective, authenticity, language skill, cognitive processes, outcomes, unfocused and focused tasks, the design features of tasks and their use in second language acquisition research, and language teaching, negotiation of meaning and recast, accuracy, input and consciousness raising , and task-based interaction are regarded as problematic issues in task-based language learning and teaching (Ellis,3002) . However, there is a process of mentally represented interpretation of the evidence called relevance which is provided by a communicator for the thoughts he intends to communicate , and includes a function of the effects this interpretation has on the hearer’s overall representation of the world (Blakemore,3002). Based on relevance theory proposed by Sperber and Wilson (2994), what speaker says will provide cognitive effects worthy of the processing effort required to find the meaning. As a reflection on critiques of task- based instruction, this study aims to reveal task-based instruction contradictions as a privilege rather than a deficiency and to emphasize the necessity of benefiting from all these controversies with regard to relevance theory

کلیدواژه ها:

Task-based Instruction ، Relevance Theory ، Interpretation ، Reflection