This article examines the notion
of ‘task’ in the context of language
teaching and learning. While the
main focus lies on German as a
Foreign Language, the different
meanings and interpretations
of tasks in English and French
as Foreign Languages are also
explored. The main conclusion is
that there seems to be some consensus
regarding basic tenets of a
task-based approach to language
􀁏􀁈􀁄􀁕􀁑􀁌􀁑􀁊􀀏􀀃􀁑􀁒􀁗􀀃􀁏􀁈􀁄􀁖􀁗􀀃􀁇􀁘􀁈􀀃􀁗􀁒􀀃􀁗􀁋􀁈􀀃􀁌􀁑􀃁􀁘-
ence of the Common European
Framework. However, whether
tasks are conceptualised mainly
from a learners’ or a teachers’
perspective, leaves some room for
manoeuvre…