Why Task? Task as a Unit of Analysis for Language Education

Shoko Sasayama

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Second Language Learning and Teaching

Abstract

This chapter reviews the arguments that support the use of task as a unit of analysis for second language education. The chapter first considers the origin of the idea of tasks in education, surveys the definition of a task in the task-based language teaching (TBLT) literature, and summarizes the roles played by tasks in TBLT. It then articulates why the use of tasks makes sense from the perspectives of (a) TBLT as a researched pedagogy, (b) motivation and engagement, (c) assessment, and (d) program design.

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