ABSTRACT
This chapter first reviews the theory behind task-based methodology. It then reviews a body of literature on empirical evidence supporting the effectiveness of technology-based assignments in a communicative or TBLT classroom and their potential in improving vocabulary acquisition and decreasing affective variables. Next, two video-based assignments from an elementary Russian classroom are described detailing their task-based goals, themes, and grammatical and lexical targets. Finally, both assignments are analyzed in accordance with previous research to provide suggestions for instructors who wish to adapt the tasks described here for their own classrooms.
