A Framework for the Implementation of Task-based Instruction

Numerous implementation variables other than planning time can affect the difficulty of performing a task, such as performing a similar task first, listening to a model performance, brainstorming topic ideas, and pressure to perform rapidly.

“But there are numerous other implementation variables that can affect the difficulty of performing a taskfor example, asking the learners to perform a similar task first (Prabhu, 1987), asking learners to listen to a model performance of the task (Aston, 1982), brainstorming ideas relevant to the topic of the task (Skehan, 1996), and, +/pressure to perform the task rapidly (Yuan and Ellis, 2003).”

The main and repetition tasks can be regarded as task families with similar language or cognitive demands.

“For that reason, the main and repetition tasks can be regarded as ' “task families”, where a group of tasks resemble one another and may well have similar language or cognitive demands' (Skehan, 1996, p. 56).”

The first time learners carry out a task, they are so preoccupied with completing the task that they focus almost completely on content and not necessarily on linguistic accuracy.

“Based on theories on learners having limited attentional resources, Skehan (1996Skehan ( , 1998) ) argues that the first time learners at Universiteit van Amsterdam on April 11, 2016 ltr.sagepub.comDownloaded from carry out a task they are so preoccupied with completing the task that they focus almost completely on the content and not necessarily on linguistic accuracy.”

Fluency reflects the primacy of meaning and the capacity to cope with real-time communication.

“Skehan (1992Skehan ( , 1996)), following Schmidt (1990), takes fluency to reflect the primacy of meaning and the capacity to cope with real-time communication.”