In the last twenty years or so, language teaching has changed to incorporate a higher proportion of meaning-based activities, in contrast to the era in which form was primary and a concern for meaning only followed the establishment of control over specific forms. Now, a wide range of classroom options are available for participant organization, content incorporation, and the units by which teaching is organized. In order to locate task-based work within such a range of options, it is necessary to address definitional issues at the outset, since many different contemporary options give task a central role. For the purposes of this chapter, a task is regarded as an activity which satisfies the following criteria:
Peter Skehan (Sun,) studied this question.