SDCA Journal of Education

Abstract

This study proposes a framework, wherein the approaches on authentic and task-based learning are rooted. This framework emerged from the previous needs assessment conducted by the researcher, which will then serve as a blueprint for the development of the resource material on listening. Having reviewed a range of published researches about authentic task-based listening, the researcher was able to develop a framework, which is classified into modules indicating the given task, the language used, and the suggested lessons. In this framework, it is evident how many simple and natural tasks can be considered which exhibit a high degree of authenticity, not only in terms of task, but also in terms of communicative learning. Although most of the real world experiences can be achieved outside the classroom, it can be concluded that in academic settings, it is possible to simulate the real world in classrooms via presenting authentic task-based listening materials that are probable in occurring outside the safe classroom context and in learners’ future vocational setting. The researcher suggests that other teachers also take the role of material developers and consider the benefits inherent in developing a framework for developing the listening skills of the 21st century learners.

Keywords: Framework, authentic task-based listening materials, 21st century learners.