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The Trade-off Hypothesis proposes that learners have difficulty focusing on all aspects of production (complexity, accuracy, and fluency) at the same time so they will focus on one aspect at the expense of the others.

From this standpoint, implicit instruction is a means for orienting learners to either focus on meaning or matters of form versus attracting their attention to specific linguistic forms.

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When a learner is asked a question in the L2 and must respond in the L2, he focuses on responding correctly (accuracy). However, the learner's focus on accuracy is at the expense of the other two factors. He responds in "broken English" which lacks complexity and fluency.

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Task-based language teaching is an approach to language teaching in which learners perform various communicative tasks.

It is based on methods that prioritize meaningful communication and allow for incidental attention to form.

This approach relies on the implementation of tasks which satisfy the following 4 criteria:

1. primarily focus on meaning

2. involve a gap in learners' knowledge

3. allow learners to use their own linguistic resources

4. involve a communicative outcome

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Ms. Jones wants to teach her students about travel and terms related to traveling. She gives each student a map of their home country and tells them to plan a trip for her to their home country. The students must discuss specific sites she must visit and any other information she will need to know. At the end of class, each student will present their trip to the class in the L2.

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In an input-based task, the learner is presented with input in the L2 (written or oral) and they must comprehend it in order to achieve the outcome of the task.

This type of task is based on the idea that learners will pick up new linguistic forms through being exposed to input that they understand and in which they are able to notice the new forms. (This draw's on Krashen's 1985 idea of Comprehensible input.)

This type of task does not require learners to produce language, but they are not prohibited from speaking.

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The students are given a bingo card with pictures of everyday household items. The students must place a chip on the item when it is named by the teacher. This activity requires students to comprehend the vocabulary.