Introduction

Much of the research on task-based language teaching (TBLT) focuses on highly qualified students at intermediate stages of second language development (Bygate et al., 2001; Ellis, 2003). However, when dealing with learners of low education or with learners who have just started to learn a new language, the question arises whether a task-based approach still works. Many teachers believe that the language input inherent in task-based activities (such as the instructions needed to perform information-gap tasks) is too complex for absolute beginners. Likewise, absolute beginners are thought to lack the basic speaking skills needed to exchange information, negotiate meaning or scaffold each others' language output, all of which are supposed to ‘drive’ language learning according to task-based principles. In addition, some teachers believe it is impossible for second language learners to start using a language without explicitly knowing something about its simplest structures (syntax) and basic vocabulary first.

Nevertheless, there are some descriptions of task-based language learning for beginners. For instance, Willis (1996) gives an account of TBLT for beginners and young learners, implying that task-based language learning in these groups is possible. However, when she describes tasks suitable for these groups, these are mainly restricted to vocabulary-centred activities, often involving written language and focusing on form.

In this chapter, we will show that a task-based approach can be suitable and practicable at basic language levels, provided a number of conditions at the level of task design and task implementation are fulfilled.