The document discusses task-based language instruction. It defines a task as an activity where students use the target language for a communicative purpose. It describes the main features of task-based instruction as focusing on meaning, negotiation of meaning, and authentic contexts. It outlines three types of tasks: information gap, reasoning gap, and opinion gap tasks. The document also discusses factors that influence task difficulty, provides an example task, and outlines the typical stages of a task-based lesson including pre-task, task, planning, reporting, analysis, and practice. It notes advantages like natural language use but also disadvantages like the inability to focus on specific language points.
Pragmatic meaning: meaning in context, as opposed to semantic meaning (more associated with exercises) Negotiation of meaning: process that speakers go through to reach a clear understanding of each other (Asking for clarification, rephrasing, and confirming) Scaffolding: Eckerth (2008): The dialogic process by which one speaker assists another in performing a function he or she cannot perform alone.
Opinion-gap: unemployment solutions Information-gap: descriptions Reasoning-gap: best train route Open ended: debate or planning with no solution Closed: discover a solution to a problem
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