Ecole Nornale Superieure
As the interest in task-based language teaching keeps growing, variables like ‘complexity’ and ‘characteristics’ have been systematically investigated and their importance in selecting and sequencing learning tasks found essential for effective teaching (García Mayo, 2007; Robinson, 2011; Liu and Li , 2012). However, taking into account these variables in a task based instruction would seem problematic for a number of language instructors. This article analyses the literature related to the notions of ‘complexity’ and ‘characteristics’ to suggest a workable framework using them as a basis for grading and sequencing learning tasks. The framework simultaneously provides language instructors with tools for making informed decisions in selecting and sequencing tasks for learners.
Keywords: tasks, complexity, characteristics, grading, sequencing, cognitive load, difficulty, framework.