尽管有越来越多的成功证据，任务型教学也显示了一些局限性。其中一个最重要的和经常性的批评是，该方法是不有效或适当的语言水平较低的语言学习者的语言先验知识有限，因为它是高层次的学生。由于显着量的认知负担，它对学习者构成，被要求完成一项具有挑战性的任务，在目标语言的语言学习者往往会发现令人沮丧的情况，因此，发展阻力的学习方法。当被要求使用所有的语言，他们可以召集表达自己，开始学习语言的人谁是不熟悉的学习环境可能不舒服或富有成效，因为如果他们被扔到深海，当他们不能游泳（威利斯，1996）。在任务型学习课堂中，挫折不仅与学习者有关，而且与教师。在他的调查英语作为第二语言（ESL）在东亚国家教师，Littlewood（2007）发现在课堂中采用任务型教学法的关键障碍；1）越来越困难的动机不明确的学生参与，通常需要更高层次的动机和热情的学习任务，和2）无力管理教室的学生很容易分心，因为他们从事小组互动完成任务协作变得嘈杂。
新西兰信息系统代写论文:任务型教学局限性
In spite of growing evidence of success, task-based instruction shows some limitations as well. One of the most significant and frequently voiced criticisms is that the method is not as effective or appropriate to lower level language learners with limited prior linguistic knowledge as it is to higher level students. Due to the significant amount of cognitive burden it poses on learners, beginning language learners who are asked to complete a challenging task in the target language often find the situation frustrating and, as a result, develop resistance to the learning method. When asked to use all the language they can muster to express themselves, beginning language learners who are unfamiliar with the learning context may not feel comfortable or productive as if they are thrown to a deep sea when they cannot swim (Willis, 1996). In task-based learning classrooms, frustration is not only with learners but with teachers as well. In his survey conducted among English as Second Language (ESL) teachers in East Asian countries, Littlewood (2007) found out that key obstacles to adopting task-based instructional approach in their classrooms were; 1) difficulties getting unmotivated students participate in tasks that usually require a higher level of motivation and enthusiasm from learners, and 2) inability to manage classroom as students get easily distracted and become noisy as they engage in group interaction to complete tasks collaboratively.
