Task Based Language Teaching

There are many studies emphasize the crucial role of strategic planning which promote fluency (Foster, 1996; Foster & Skehan, 1996; Skehan & Foster, 1997; Yuan & Ellis, 2003). According to the results of the studies of Foster (1996) and Foster and Skehan (1996), the more challenging a task is, the greater fluency the strategic planning fosters.

According to the list suggested by Richard and Rodgers (2001), the first two task variables, one way or two way and convergent or divergent are common with the ideas in Long's list. The other variables are related to the way learners work in the task, the outcome number that students are expected to produce, the cognitive skills required to complete the task, the complexity of language use, the concrete

Task-based language teaching can be obtained by slightly changing how original textbook materials are applied by adjusting classroom management, activity order and activity balance. Furthermore, characteristics of task-based instruction can supplement the existing textbook materials by finding more exciting starting points, extending the activities and defining the target of activities more clearly (Willis, 1996).

Phases of the Task-based Framework

Researchers have been suggested different sequencing frameworks for TBI (Ellis, 2003; Lee, 2000; Prabhu, 1987; Skehan, 1996; Willis, 1996). They assume three phases in common for TBI. Ellis (2003) names these phases as 'pre-task, 'during-task' and 'post-task', whereas Willis (1996) divides these phases into 'pre-task', 'task cycle' and 'language focus'.

The Pre-task Phase

The purpose of this is to make an introduction of the topic and task to students. Task should be framed before it is implemented, for it notifies students of the task result and what should be done to accomplish it (Ellis, 2003; Lee, 2000). Disclosing the target of the task in advance can offer students more motivation in their learning (Dörnyei,

The use of vocabulary items, complicated linguistic forms, naturalness and fluency will be enhanced if students are given time for their preparation (Skehan, 1996; Willis, 1996). This is called strategic planning phase. In this strategic planning, students can decide by themselves what to do in the task, or teachers lead them in accuracy, fluency or complexity focus (Ellis, 2003). though teacher guidance is important in notifying students what to concentrate on during preparation (Skehan, 1996), Willis (1996) claims that students tend to perform the task more eagerly when they plan the task by themselves rather than being guided by the