The meaning versus form (or fluency versus accuracy) debate is no longer a discriminating factor among teaching approaches because meaning and form are assumed to be essential for learning. A successful pedagogical task accomplishes two things: (1) focuses students' attention on the structure of the language by demonstrating that language form contributes to meaning; and (2) motivates learners to heighten the complexity of the linguistic means they use to accomplish task objectives. This paper argues that a successful task sequence leads learners to communicate with limited resources; become aware of apparent limitations in their knowledge about linguistic structures that are necessary to convey the message appropriately and accurately; and look for alternatives to overcome such limitations. The paper analyzes the above-mentioned theoretical claim with a description of teaching and learning tasks across four dimensions represented by the "four eyes": involvement, inquiry, induction, and incorporation. (Contains 28 references and 3 tables.) (Author/SM)