A study of the need for attention to cultural aspects of task-based learning and teaching of English as a foreign language. In recent years applied linguistics has seen a move away from a linguistic syllabus to one built around the sequencing of real-life, communicative tasks. This shift, it is argued, offers a richer exposure to language use, while providing the motivation required for students to build on their existing language repertoire. Proponents claim this use of the language satisfies what is known about second language acquisition, by furnishing contexts that make the learning process closer to real-life language situations, as: ‘People of all ages learn languages best, inside or outside a classroom, by not treating the languages as an object of study, but by experiencing them as a medium of communication.’ (Long & Robinson, 1998:18)