The key assumptions of task-based instruction are summarized by Feez(1998) as:
The focus is on process rather than product.
Basic elements are purposeful activities and tasks that emphasizecommunication and meaning.
Learners learn language by interacting communicatively and purposefully while engaged in the activities and tasks.
Activities and tasks can be either:Those that learners might need to achieve in real life.Those that have a pedagogical purpose specific to the classroom.
Activities and tasks of a task-based syllabus are sequencedaccording to difficulty.
The difficulty of a task depends on a range of factors including the previous experience of the learner, the complexity of the task, thelanguage required to undertake the task, and the degree of supportavailable.OBJECTIVES:There are few published examples of complete language programsthat claim to be fully based on most recent formulations of TBLT. Theliterature contains mainly descriptions of examples of task-basedactivities. However, as with other communicative approaches, goals inTBLT are ideally to be determined by the specific needs of particular learners. “Selection of tasks should be base on a careful analysis of thereal-world needs of learners” (Crookes 1993).