Task Design

Abstract

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.