Uploaded by Ferdinand Bulusan, Master of Arts in Language Education student at Cagayan State University, Andrews Campus. This will help you better understand Task-Based Instruction. If you need more elucidations of the topic, you can contact me via email: fgbulusan_gmail@yahoo.com or pm me via my facebook account. I can likewise be invited to lecture on variegated language topics and issues. Thanks --FERDZ

3. (Long [as cited by Nunan,
1989] ) A piece of work
undertaken for oneself or for
others, freely or for some
reward; may include activities
such as painting a fence,
dressing a child, filling out a
form, buying a pair of shoes,
making an airline reservation…in
other words, by task is meant
the hundred an one things
people do everyday life, at work,
at play, and in between.

4. • (Richards, et al.) an activity or
action which is carried out as the
result of processing or
understanding language (i.e.
drawing a map while listening)
• (Breen) Any structured-language
endeavor which has a (1) particular
objective, (2) appropriate content, (3)
a specified working procedure, (4) and
a range of outcomes for those who
undertake the task.

5. (NUNAN) A task is a piece
of classroom work which
involves learners in
comprehending, manipula-
ting, producing or
interacting in the TARGET
LANGUAGE while their
attention is principally
focused on meaning and
form.

7. *From these concepts, the conception of another
approach in English language learning, which focuses
in accomplishing tasks in order to develop and use
language appropriately, took place. This particular
approach is now dubbed as TASK-BASED
INSTRUCTION.

9. The task-based approach aims at
providing opportunities for learners
to experiment with and explore
both spoken and written language
through learning activities which
are designed to engage learners in
the authentic, practical and
functional use of language for
meaningful purposes.

10. Learners are encouraged to
activate and use whatever
language they already have
in the process of
completing a task. The use
of tasks will also give a
clear and purposeful
context for the teaching and
learning of grammar and
other language features as
well as skills.

11. – Takes the learner’s immediate
personal experience as the point
of departure for the learning
experience. Learning occurs when
learners engage in and reflect on
sequences of tasks. The active
involvement of the learner is
therefore central to the approach.

12. THEORY

13. THEORY

16. Input is necessary but NOT
sufficient for acquisition or
learning second language.
In addition to
input, learners need
opportunities to produce
the target language.

17. The restructuring and
interactional modifi-
cations that occur in
the course of
authentic interaction
fuel the acquisition
process.

18. Tasks with high cognitive
demand and more complex
communication, as marked
by high density negotiation
of meaning sequences,
generate the ‘pushed
output’ that is a factor in
second language
acquisition.

26. Learners are taught in
ways that make clear the
relationships between
grammatical
form, communicative
function, and semantic
meaning.

27. Learners focus on
learning process as
well as language
content.

28. Learners should be
given opportunities to
reflect on what they
have learned and how
well they are doing.