TASK BASED INSTRUCTION

Task based language learning was defined by Breen (1987:23) as “any structured language learning Endeavour which has a particular objective, appropriate content, a specified working procedure, and a range of outcomes for those who undertake the task.” Task in this review refer to a range of work plans that have the overall purpose of facilitating language learning from the simple and brief exercise type, to more complex and lengthy activities such as group problem solving or simulations and decision making. According to Candlin, communicative tasks must provide “comprehensible input and procedures for engaging that input”. Useful tasks for language learning should “promote attention to meaning and to relevant data, should be challenging but not threatening, should involve language use in the solving og the task and involve affective, communicative and social factors. Nunan suggests that a task is an activity in which:
a. Meaning is primary
b. There is some communication problem to solve
c. There is sort of relationship with real-world activities
d. Task completion has some priority
e. The assessment of the task is in terms of outcomes.
Task based instruction in other words, places the task centrally as the unit of syllabus design with language use during the tasks as the driving force for language development. The interpretation is linked to second language acquisition research that suggests that interlanguage development is internally influenced and not open simply to teacher control of input.

Source: http://www.shvoong.com/social-sciences/education/2050791-task-based-instruction/#ixzz2XRccHcWR