TASK BASED INTRUCTION

       Task-Based Language Instruction, is the second of the three articles published in this bulletin discussing the approach. The general overview that includes the definition and the rationale of task-based language instruction will be outlined. Then, how task-based language instruction creates effective learning processes will be presented.


The principles include:

1. Making errors is natural and is considered as a part of the process in acquiring the target  language.

2. Exposure to comprehensible input is crucial.

3. Learning tasks facilitating learners to engage in interactions are essential.

4. Learners need to be encouraged to produce the target language as producing the target language facilitates learning.

5. Although language production may be encouraged from the early stage in the learning process, it is reasonable to allow a silent period.

6. Focus on form is necessary.

7. Second language teaching and learning pace should be made reasonable for both learners with higher and lower aptitude.
8. Language learning tasks should be varied to cater for the needs for both extrovert and introvert learners.

9. Learning tasks should encourage learners to attend to both meaning and form and be varied in order to accommodate learners with different learning strategy preferences.

10. Teaching and learning processes should foster motivation and minimize learner anxiety.

11. The choice of teaching and learning tasks and content (subject matter) should be based on learner age.

12. Learning tasks should arouse and maintain learners‟ learning motivation.
The following discussion shows how task-based language instruction reflects the principles in its practice. But first, it is necessary to look at frameworks for task-based language instruction.