According to Christine Goh (In: RENANDYA & WIDODO, 2016), speaking activities that
foster real communication among learners can be divided into three broad categories:
communication-gap tasks, discussion tasks, and monologic tasks. With this idea in mind,
read the following statements:
I. Communication-gap tasks can take various forms, often involving missing
information or details that one student must describe, narrate, or explain to their
partner.
II. In discussion tasks, learners are expected to present their ideas individually to
either one listener or an audience of listeners. Students may also speak extensively
on a topic without interruptions.
III. Monologic tasks are interactive activities in which learners exchange ideas,
opinions, or information on a particular topic, typically in a pair setting. When a
consensus is required, students should also negotiate with one another.
IV. Monologic tasks may be done in small groups, but presenting them to the entire
class is preferable, as it lowers speaker anxiety and allows peers to ask questions
and offer feedback in a more spontaneous manner.
The INCORRECT affirmatives are only