This paper will examine the reasons why learners drop grammar or
fail to attend to it. It will concern itself, therefore, with the factors involved
in determining task-difficulty. It will also consider different classifications
of criteria for task design and put forward proposals for the
regulation of learner language through task design. The key with taskbased
learning is how to ensure a measure of regulation over learner
activity, so that the acquisition of fluency is not developed at the expense
of accuracy and interlanguage restructuring.
