DOI: 10.32725/lv.2026.42.01

THE USE OF TASK-BASED ACTIVITIES: AN EXAMPLE FROM ESP FOR ARCHAEOLOGY

Denisa Šulovská
Section of Professional Language Training at the Department of British and American Studies, Faculty of Arts, Comenius University in Bratislava

English for Specific Purposes at the tertiary level now places strong emphasis on meaningful interaction supported by authentic materials and real-life professional contexts. This is reflected in the growing adoption of task-based, project-based, and scenario-based approaches. Unlike traditional form-focused instruction, these activities require students to use language purposefully within professional or disciplinary contexts, thereby integrating language development with the cultivation of transferable competencies such as critical thinking, problem-solving, and collaborative communication. The design of such materials is not without its difficulties: it demands sustained investment of time and — crucially — a level of familiarity with the target discipline that most language teachers cannot be expected to possess. This tension between pedagogical expertise and subject-matter knowledge is a recurring concern in the ESP literature and motivates the present study. This paper explores the role of task-based activities in the ESP classroom, focusing specifically on a scenario-based activity designed for archaeology students. It examines students’ perceptions of the activity and discusses the implications of incorporating similar tasks into ESP instruction.

stránky: 11-23, Publikováno: 22. 5. 2026, online: 22. 5. 2026



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