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Prabhu (1987) in his “Communicational Teaching Project” (CTP) defined a task as follows:
　　　“An activity which requires learners to arrive at an outcome from given information through some process of thought, https://www.51lunwen.org/sampleenglishpaper/ and which allowed learners to control and regulate that process”
　　　Nunan (1993) defines a task as “a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.”
　　　J. Whillis defines a task in her work “A work for task-based Learning (TBA)” (1996) as an activity “where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”
　　　Breen (1987) describes a task as any structured language learning endeavor which has a particular objective, appropriate content, a specified working procedure, and a range of outcomes for those who undertake the task. “Task” is therefore assumed to refer to a range of work plans which have the overall purpose of facilitating language learning --- from the simple and brief exercise type, to more complex and lengthy activities such as group problem-solving or simulations and decision making (Breen 23)
　　　Long (1985) characterizes task using its everyday meaning. So for Long a task is nothing more or less than the things people do in everyday life. He cites as examples buying shoes, making reservations, finding destinations, and writing cheques. The Longman Dictionary of Applied Linguistics provides more pedagogically oriented characterization. Here, it is suggested that a task is any activity or action which is carried out as the result of processing or understanding language (i.e. as a response). For example, drawing a map while listening to a tape, listening to an instruction and performing a command, may be referred to as tasks (Richards, Platt, & Weber 289)
　　　Williams and Burden (1997 168) adopt this broad definition “A task is any activity that learners engage in to further the process of learning a language.” Within this broad definition, some writers distinguish subcategories such as (a) communication tasks and (b) enabling tasks (Estaire and Zanon 13-19) according to the extent to which they are involved (a) in communication or (b) focusing on form.
　　　Learners are undertaking tasks; they are using language in a meaningful way. A task is a means of not only using what has been learnt but also gaining opportunities for learning.
　　　Skehan (1998), following Nunan (1989), Long (1989), and others, proposes that a task is an activity, which meets the following criteria:
　　　(1)      Meaning is primary;
　　　(2)      There is a goal, which needs to be worked towards;
　　　(3)      The activity is outcome-evaluated;
　　　(4)      There is a real-world relationship.
　　　That is, the central part of Task-based Approach is meaning, but language is taught through a series of tasks. These are activities whose aim is not necessarily for st本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。