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Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of planning and instruction in language teaching.Like other language activities, a task can engage productive or receptive, and oral or written skills, and also various cognitive processes.Ellis (2003) also defines task as a workplan that requires learners to process language pragmatically in order to achieve an outcome that can be evaluated in terms of whether the correct or appropriate prepositional content has been conveyed. Language learning is believed to depend on immersing students not merely in comprehensible input but in tasks that requires them to negotiate meaning and engage in naturalistic and meaningful communication (Richards & Rogers, 2001).SLA research has focused on the strategies and cognitive processes employed by second language learners.1.1.

Task-Based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of
planning and instruction in language teaching. An interest in tasks as potential building blocks of second
language instruction emerged when researchers turned to tasks as SLA research tools in the mid-1980s. SLA
research has focused on the strategies and cognitive processes employed by second language learners. Language
learning is believed to depend on immersing students not merely in comprehensible input but in tasks that
requires them to negotiate meaning and engage in naturalistic and meaningful communication (Richards &
Rogers, 2001).
1.1. Definition of Task as an Educational Activity
There are different definitions of the task that all of them emphasize the primacy of meaning: the learner’s
attention should be primarily directed towards meaning exchange.
According to Willis (1996), task are activities where the target language is used by the learner for a
communicative purpose (goal) in order to achieve an outcome.
Ellis (2003) also defines task as a workplan that requires learners to process language pragmatically in
order to achieve an outcome that can be evaluated in terms of whether the correct or appropriate prepositional
content has been conveyed. To this end, task requires the learners to give primary attention to meaning and to
make use of their own linguistic resources, although the design of the task may predispose them to choose
particular forms. A task is intended to result in language use that bears a resemblance, direct or indirect, to the
way language is used in the real world. Like other language activities, a task can engage productive or receptive,
and oral or written skills, and also various cognitive processes.