Task

 Design:  Principles  and  Practice  

 
Andrew  Finch,  PhD  
Kyungpook  National  University  
 
This  presentation  looks  at  the  process  of  task  design,  from  the  identification  of  a  learning  gap  [Why?]  
(results   of   needs   analyses,   reviews   of   previous   lessons,   etc.),   to   consideration   of   the  
teaching/learning   philosophy   embedded   in   the   tasks   [How?],   to   the   design   and   completion   of   the  
tasks  [What?],  though  the  main  focus  of  the  presentation  will  be  on  the  last  of  these  stages.  
 
Materials   design   and   task   design   in   particular,   have   received   little   attention   in   the   professional  
literature,  apart  from  a  small  number  of  books  and  articles  (e.g.  Nunan,  1989;  Willis,  1996;  Skehan,  
1998).   In   addition,   the   wide   range   of   opinions   on   what   constitutes   a   task   has   made   task   design   a  
sometimes   confusing   and   even   controversial   topic.   Despite   these   considerations,   this   presentation  
attempts   to   show   that   every   language   teacher   can   (and   should)   feel   capable   of   making   tasks   for  
his/her  students.  Before  starting  down  this  road,  however,  a  number  of  steps  need  to  be  taken.  We  
need   to:   i)   identify   the   ‘learning  problem’   that   is   to   be   addressed   by   the   task;   ii)   decide   on   the   goals  
for   the   task   (ones   that   will   address   the   ‘problem’);   iii)   decide   on   the   teaching/learning   philosophy  
that   will   be   embedded   in   the   materials;   and   iv)   decide   on   levels   of   communication,   difficulty,   text  
complexity  and  density,  expected  outcomes,  and  follow-­‐up  tasks.  
 
i) Every  teacher  knows  that  textbooks  cannot  be  all  things  to  all  students.  However  good  
the   textbook,   there   will   be   learning   ‘gaps’   to   be   filled   in;   the   students   come   to   the  
textbook  with  differing  proficiencies,  learning  styles  and  learning  preferences,  and  they  
will  need  extra  coaching  in  various  aspects  of  the  textbook  content.  These  gaps  become  
apparent   in   a   number   of   ways   (needs   analyses,   vocabulary   quizzes,   classroom  
interactions,   review   tests,   etc.)   and   are   part   of   normal   life   for   teachers.   The   gaps   will  
probably  also  be  different  for  different  students,  so  how  do  we  proceed?  
ii) Again,  before  picking  up  a  pencil  or  turning  on  the  computer,  we  need  to  think  of  our  
goals  and  methods.  What  is  it  that  we  want  the  students  to  comprehend  and  internalize?  
Is  it  only  linguistic?  Do  we  want  to  include  social-­‐learning  goals  (collaboration,  respect,  
responsibility,   team-­‐work)?   How   about   affective   goals   (confidence,   self-­‐esteem,  
motivation,   reduction   of   anxiety)?   How   about   cognitive   goals   (problem-­‐solving,   critical  
thinking,  summarizing,  logical  thinking)?  Cultural  goals?  Autonomy?  Reflection?  
iii) Having   completed   steps   i)   and   ii),   it   is   very   important   to   think   about   our   teaching  
philosophy.  Do  we  see  tasks  as  an  ‘extra’  in  the  formal/structural  language  class  (weak  
TBLT),  or  do  we  see  them  as  integral  (even  exclusive)  tools  for  language  learning  (strong  
TBLT)?   Do   we   see   the   task   as   the   unit   of   language   acquisition,   or   do   we   prefer   a  
vocabulary-­‐based,  grammar-­‐based,  notional/functional-­‐based,  lexical-­‐based,  approach?  
What   is   the   role   of   the   teacher   in   our   tasks?   What   is   the   role   of   the   learner?   Are   we  
promoting  discovery  learning,  experiential  learning,  autonomous  (self-­‐directed)  learning,  
or   transmission   of   knowledge?   As   mentioned   above,   tasks   can   mean   anything   to  
anybody,  and  because  of  this,  there  is  often  confusion  about  task  design  and  task  use.  
Whatever   our   teaching   philosophy,   it   will   be   evident   in   the   task,   and   will   control   the  
outcomes,  so  it  is  good  to  know  ‘where  we  are  coming  from’.  
iv) At  this  stage,  we  need  to  consider  how  to  match  levels  of  complexity,  etc.  to  the  needs  
and   proficiencies   of   the   students.   Such   considerations,   and   further   ones   about   task  
content,  have  been  summarized  well  by  Willis  (1996)  and  Skehan  (1998):  
 
1. There  should  be  exposure  to  worthwhile  and  authentic  language.  
2. There  should  be  use  of  language.  
 3. Tasks  should  motivate  learners  to  engage  in  language  use.  
4. There  should  be  a  focus  on  language  at  some  points  in  a  task  cycle.  
5. The  focus  on  language  should  be  more  and  less  prominent  at  different  times.  
(Adapted  from  Willis  1996)  
6. Choose  a  range  of  target  structures  (learners  do  not  simply  learn  what  
teachers  teach.  It  is  ineffective  to  choose  a  particular  structure  to  be  learned).  
7. Choose  tasks  which  meet  the  utility  criterion  (the  teacher  can  only  create  
appropriate  conditions  and  hope  the  learners  will  avail  themselves  of  the  
possibilities).  
8. Select  and  sequence  tasks  to  achieve  balanced  development.    
9. Maximise  the  chances  of  a  focus  on  form  through  attentional  manipulation.  
10. At  initial  stages  of  task  use,  conditions  need  to  be  established  to  maximise  
the  chances  of  noticing.  (Adapted  from  Skehan  1998:129-­‐32)  
 
At   this   stage,   we   are   ready   to   face   the   blank   screen   of   the   computer   and   start   designing.   This  
presentation  focuses  on  this  aspect  of  task  design,  through  examining  a  number  of  the  presenter’s  
own  books.    
 
Pre-­‐presentation  task:  
Before  coming  to  this  presentation,  it  would  be  helpful  to  think  about  some  of  the  issues.  What  do  
you  think  about  these  topics?  Do  you  have  any  opinions?    
 
How  do  tasks  help  language  acquisition?  
What  makes  a  ‘task’  different  from  an  ‘activity’?  
What  does  a  task  need  to  include?  
What  sort  of  instructions  should  be  included?  
Are  graphics  essential?  
Do  tasks  need  input  language  modeling  from  the  teacher?  
How  can  tasks  be  adapted  to  multi-­‐level  students?  
Should  tasks  include  reflection  and  self-­‐assessment  opportunities?  
How  can  tasks  lead  into  further  learning  (follow-­‐up  possibilities)?  
How  can  cognitive,  affective,  social,  and  cultural  development  
(holistic  learning)  be  integrated  into  tasks?  
Can  tasks  be  designed  for  test-­‐preparation  classes?  
Can  many  tasks  be  presented  together?  
How  can  tasks  be  sequenced?  
 
Nunan,   D.   (1989).   Designing   Tasks   for   the   Communicative   Classroom.   Cambridge:   Cambridge  
University  Press.  
Skehan,  P.  (1998).  A  Cognitive  Approach  to  Language  Learning.  Oxford:  Oxford  University  Press.  
Willis,  J.  (1996).  A  Framework  for  Task-­‐Based  Learning.  London:  Longman.  
 
Bio:  
Andrew   Finch   is   Associate   Professor   of   English   Education   at   Kyungpook   National   University,   where  
he   follows   a   learner-­‐directed,   task/project-­‐based   approach   to   teacher   training.   Andrew’s   research  
interests   include   bilingual   learning,   immersion,   classroom-­‐based   assessment,   heritage   language  
learning,   and   education   of   the   whole   person.   He   has   authored   a   number   of   books   (many   of   them  
available  for  free  downloading),  which  can  be  found  at  www.finchpark.com/books.