Grading and Sequencing Tasks in Language Learning

Task-based approaches are widely recognized as effective methods for teaching and learning foreign languages. To maximize the benefits of this approach, it is crucial for educators and curriculum designers to carefully grade and sequence tasks. Grading refers to assessing the level of difficulty of a task, while sequencing involves determining the order in which tasks should be presented in a course. These processes ensure that tasks align with learners’ needs, cognitive abilities, and linguistic progress.

Grading Tasks

Grading focuses on the complexity of individual tasks. Richards, Platt, and Weber (1986) define grading as:

“…the arrangement of the content of a language course or a textbook so that it is presented in a helpful way. Gradation would affect the order in which words, word meanings, tenses, structures, topics, functions, skills, etc., are presented. Gradation may be based on the complexity of an item, its frequency in written or spoken English, or its importance for the learner” (p. 125).

Nunan (1989) identifies three key factors that influence task difficulty: input, learner characteristics, and activity design.

1. Input Factors: Input determines how learners develop the ability to comprehend and use language. Key elements include grammatical complexity, length, propositional density, vocabulary, speed, chronological order, support, and genre. For example, a short, simple narrative with visual aids is easier for beginners to understand than a dense academic text without contextual clues.
2. Learner Factors: These refer to individual differences among learners, including intellectual, physical, and psychological attributes. Background knowledge, confidence, motivation, cultural awareness, and linguistic competence all impact how learners engage with tasks. For instance, a student with prior exposure to similar topics may find the task easier than one encountering the material for the first time.
3. Activity Factors: These relate to the learning environment and the nature of the task. Tasks with clear instructions, contextual support, and appropriate scaffolding are easier to complete. Brindley (1987) highlights additional factors such as task complexity, the level of help provided, and time constraints, which can significantly affect task difficulty.

Sequencing Tasks

Sequencing involves organizing tasks in a logical progression to facilitate effective learning. In a Task-Based Learning (TBL) framework, tasks are typically organized into three stages:

1. Pre-Task: The teacher introduces the topic and prepares students by activating prior knowledge and language. Zakime (2018) emphasizes the importance of helping students understand the objectives of the task during this phase. For instance, a brainstorming activity on familiar vocabulary can set the stage for a discussion task.
2. Task: Students collaborate in pairs or groups to complete the task. The focus during this stage is on communication, not accuracy. According to Zakime (2018), the teacher’s role is to monitor and support rather than correct errors extensively.
3. Post-Task: This stage involves reviewing language features, providing feedback, and practicing language that emerged during the task. Zakime (2018) notes that this phase helps students consolidate their learning and connect it to language form.

Criteria for Sequencing Tasks

Candlin (1987) proposes six criteria for sequencing tasks effectively:

1. Cognitive Load: Tasks with straightforward instructions and a clear sequence are less demanding. Conversely, tasks with ambiguous steps may overwhelm learners.
2. Communicative Stress: Stress increases when students lack prior knowledge, face unfamiliar topics, or experience high-pressure communication scenarios.
3. Particularity and Generalizability: Tasks are easier when they align with learners’ cognitive needs and follow recognizable patterns or rituals.
4. Code Complexity and Interpretative Density: The linguistic simplicity of a task does not always correlate with its interpretive ease. As Markee (1997) explains, even simple texts can require complex cognitive processes for interpretation. For example, Hemingway’s deceptively simple language often demands deep analysis.
5. Content Continuity: Tasks based on real-world applications are more engaging and meaningful. Authentic tasks that reflect students’ needs promote deeper learning.
6. Process Continuity: Learners should be aware of their learning process, evaluating the language forms, communicative functions, and strategies required for successful task completion. This reflective approach empowers students to take control of their learning and build a sense of continuity (Candlin, 1987).

By thoughtfully grading and sequencing tasks, educators can create a learning environment that is challenging yet accessible, fostering meaningful engagement and long-term language development.

References

Brindley, G. (1987). Factors affecting task difficulty in language learning. Cambridge University Press.

Candlin, C. (1987). Principles and practice in communicative language teaching. Longman.

Markee, N. (1997). Managing curricular innovation. Cambridge University Press.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.

Richards, J. C., Platt, J., & Weber, H. (1986). Longman dictionary of applied linguistics. Longman.

Zakime, A. (2018). Preparing students for task-based learning. Retrieved from teachingenglish.org.