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There's a lot of confusion and misinterpretation of terms in EFL and ESL. The term "task" is generally very loosely interpreted by teachers and authors of course books and books on pedagogy. I think we need a clear distinction between tasks and exercises. Basically, a task defines WHAT learners have to do, e.g. write a letter, order something on the phone, ask for directions, and an exercise defines HOW learners have to do it, e.g. follow a formula for a letter, use specific linguistic structures. Therefore, a task can be converted into an exercise by prescribing how learners should perform a task rather than letting them decide/discover for themselves.--[[User:Matbury|Matbury]] ([[User talk:Matbury|talk]]) 20:57, 12 March 2012 (UTC)
===Willis' definition===
This definition (see below) does not belong on a page about TBLL. She frequently defines activities that more closely resemble traditional present-practise-produce type lessons, thereby turning the task phase of the activity a mere vehicle to practice the language presented in the input phase. This goes against the necessary and sufficient conditions of TBLL. I will remove it.
According to Jane Willis, TBLT consists of the pre-task, the task cycle, and the language focus.{{sfn|Willis|1996|pp=135-136}}
The components of a Task are:
# Goals and objectives
# Input
# Activities
# Teacher role
# learner role
# Settings
==Dictogloss is not a legitimate task==
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