Integrated Task in Learning Second Language

Integrated Tasks in L2 Classrooms
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Integrated Tasks in L2 Classrooms
The world becoming a global village has made it necessary for people to be knowledgeable of more than one language. Second language learning is faced with a number of challenges with the main one being establishing the right assessment of test takers writing and reading abilities (Knock & Sitajalabhorn, 2013). The introduction of integrated tasks in second learning classes was meant to address the challenge of assessment among others that include test fairness, language support by content and language, and authenticity and validity in academic writing. According to Knock and Sitajalabhorn (2013), although the introduction of integrated tasks into learning has solved a number of issues, the lack of a common definition of what entails “integrated tasks” remains to be an issue in the effective achievement of second learning objectives. Due the fact that there is no coherent definition, not all forms of writing undertaken in an L2 classroom should be integrated tasks but rather only those that fall under the more focused and specific definition as proposed by Knock and Sitajalabhorn.
In order for a writing task to be considered “integrated tasks,” it needs to have a discourse synthesis structure of three sub sections including organizing, selecting, and combining (Knock & Sitajalabhorn, 2013). Organizing requires the consideration of the structure of the output material in relation to the input being provided.

The writer is thus called upon to give thought to the structure they would use in their writing with reference to that of the reading material they have been provided. Upon establishment of a structure, the writer should be able to bring all the ideas of the source materials and choose the main ones and connect them with their own to make up their written work (Knock & Sitajalabhorn, 2013). Notably, not all written tasks undertaken in L2 classes fall under this category. Yang (2012): Knock and Sitajalabhorn (2013) assert that a writing task that requires a student to draw information from a given graph and pie chart and write about the connection between the two is a form of integrated task. Yang stands to be corrected as the three sub processes are not incorporated in this kind of writing activity. The writing process, in this case, skips the combining sub process.
Integrated tasks require the translation of the language of input material (Knock & Sitajalabhorn, 2013). Some tasks do not necessarily require the action of translation hence falls short of what could be considered an integrated task. In the instance where learners have to listen to a conversation or discussion between two people and use the argument of the two to make their individual decision or conclusion on their preference, the activity should not be considered an “integrated task” (Knock & Sitajalabhorn, 2013). While the writing tasks are important for the learning of a second language, they are not necessarily integrated tasks. Writers ought to display meaningful abilities in using source materials to provoke their writing performance (Knock & Sitajalabhorn, 2013). The whole idea is learning a language and this can only be said to have been achieved if the source input’s language is applicable in the formation of the final output/written work. Having this in mind, in the event of production of written work whose language is not a translation of the input language, then the same cannot be considered to be an integrated task.
From a general point of view, integrated tasks occur when different sources of information are synthesized into a singular argument. Writing is incorporated into reading and listening hence the various writing tasks seek to achieve one or both. Writing tasks in second language should, therefore, all be integrated tasks as they contain the basic requirements and all contribute into the nurturing of a writing process for a learner. Research findings have shown that those individuals with high language proficiency applied the discourse synthesis framework that incorporates organizing, selecting and combining (Knock & Sitajalabhorn, 2013). In order for writing tasks to be effective, they need to contain the basics of an integrated task. To achieve better academic writings, task features need to conform to the provisions of an integrated writing that includes input material having significant proportion of language and language insource material used and transformed in the writing task. The ambiguous definition of integrated tasks in learning of second language does not necessarily mean that the different writing tasks do not meet the basics of the definition.
Conclusion
With a more coherent and specific definition of integrated tasks: as the one proposed by Knock and Sitajalabhorn, it is clear that not all writing tasks can be perceived as integrated. Unless a writing task mines source texts for ideas, selects and synthesize the ideas transforming the language used in them while organizing concepts, and applies stylistic conventions to connect ideas and acknowledge sources, then, the tasks cannot be considered to be integrated writing tasks. Some writing tasks do not follow a discourse synthesis structure and lacks translation of input language in writing activity as per the requirements of a more comprehensive definition of integrated tasks.

References
Knoch, U., & Sitajalabhorn, W. (2013). A closer look at integrated writing tasks: Towards a more focused definition for assessment purposes. Assessing Writing, 18(4), 300-308.