The journal entitled On Examining Communicative Tasks in Second Language Acquisition is written by Golds J.

Tulung from Sam Ratulangi University, Manado. This journal was published in TEFLIN Journal, Volume 19, Number 2, from page 105 to 118 in August 2008. The purpose of this article is to study how communicative tasks involving interactions in ESL classroom setting promote second language acquisition. In the article, the topics discussed are the various definitions of task in language learning, theoretical rationale for tasks regarding meaningful interaction generated from the tasks and how the linguistic and interactional characteristics of the communication promote learners language acquisition. First, the article looks at the definitions of communicative tasks in language learning particularly in classroom setting. Generally, tasks are activities designed to promote learners to use language for communicative purposes. Through interactions, learners can negotiate on meaning which will promote language acquisition. The main focus in communicative task is on communication of meaning where students have to manipulate the language to solve communication problems and ensure understanding. Learners have to first comprehend the target language before they can produce it. The second part of the article is on the theoretical rationale for tasks. Several studies of Second Language Acquisition (SLA) have revealed that by engaging themselves in meaningful interactions in class, learners will develop and acquire language better by focusing on meaning and comprehensibility of the language. Both Longs interaction hypothesis and Krashens input hypothesis emphasize on the importance of comprehensible input in interactions. More importantly, interactive input is better for learners when they negotiate meaning during interactions in their attempts to understand each other. Here, comprehensible input means modified, simplified and contextual language for easier comprehension in communication. The article also views Swains output hypothesis where in the process of producing language, learners are aware and forced to focus on the form of the target language. From there, they will formulate language system and reflect on it from feedback they get through interactions. This allows them to negotiate and modify their utterances. Lastly, the article discusses several characteristics of interactions and how they promote language acquisition. To create meaningful interactions for learners, they have to understand the content in order for them to communicate and one way to achieve this is through comprehensible input and modification of the language. There are two types of modifications which are linguistic and interactional. For linguistic, the language is simplified in terms of slower rate in speech and the use of simple sentences and common vocabulary.

On the other hand, interactional modification is at discourse level with repetitions and paraphrases to aid understanding. The article also discusses the significance of negotiation of meaning where learning takes place during interactions when learners ask questions or paraphrase themselves to ensure comprehension and also receive feedback from others. Negotiation of form is also important because here learners are aware of the different forms in second language when they produce the language and teachers can encourage them to do self-correction.

On Examining Communicative Tasks in Second Language Acquisition by Golds J. Tulung Communicative tasks : activities that promote interaction and require language usage for communicative purposes, involve negotiation on meaning which promote language development Learners comprehend, manipulate and produce target language by focusing on meaning Conversational interactions, meaningful activities that focus on comprehensibility of the language facilitate L2 learning Longs interaction hypothesis & Krashens input hypothesis: interactional modification simplified and specified language in context targeted to students in classroom aid in comprehension of language which promote language learning (linguistic & discourse modification) Interactive input allows learner to negotiate meaning to gain mutual comprehension of each others message by asking or paraphrasing. Swains output hypothesis: when learners are producing language (speaking), they are forced to focus on form (grammar rules & structures). Use feedback from others to negotiate form and correct their language.