Task-based language teaching (TBLT) emphasises the primacy of meaning in communication. But communication is primarily lexical. We use words processed as lexis for communication. Therefore, TBLT may just automatize performance of particular tasks through use of communication strategies. Therefore, we need to explain how exchange of meaning becomes useful to development of language when communication of meaning itself is lexical.
This is why we need focused tasks in TBLT. Focused tasks help the learner to focus on language form while communicating meaning. For example, a task could still be communicative when the learner gives multiple instructions to different parties, using certain structures introduced through the task. Such focus on form helps the learner to stretch his/her interlanguage, leading to language development.
Skehan, P. (1996). A Framework for the Implementation of Task-based Instruction. Applied Linguistics, Oxford University Press.
This is why we need focused tasks in TBLT. Focused tasks help the learner to focus on language form while communicating meaning. For example, a task could still be communicative when the learner gives multiple instructions to different parties, using certain structures introduced through the task. Such focus on form helps the learner to stretch his/her interlanguage, leading to language development.
Skehan, P. (1996). A Framework for the Implementation of Task-based Instruction. Applied Linguistics, Oxford University Press.
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