ABSTRACT
This chapter sketches a view of language Leaching. In particular, it focuses on the notion of task to lay out issues related to language classrooms. How we organize language courses and language lessons within those courses is of major importance in the field of L2 pedagogy. Throughout the history of language teaching, different principles espoused for language classrooms. Predominant among them has been the structural syllabus, which takes grammatical structures as the basic unit of analysis. A relatively recent arrival on the scene of language teaching is the notion of task. The chapter presents a means and justification for task-based learning to be used in conjunction with a focus on form as well as a focus on meaning. In many ways the field of second language acquisition appears to be one of great contradictions, and in many cases practitioners appear to want to portray it in that way.
