Delphi module

4.2.4
Task types

4.2.4.1 Task classification
4.2.4.2 Task classification criteria
4.2.4.3 Task difficulty
4.2.4.4 Types of task in textbooks
4.2.4.5 Task outcomes for different task types
4.2.4.6 Tasks for your students
4.2.4.7 Student level and choice of task

4.2.4.1 Task classification
Classifying tasks is a potentially useful exercise since a list of types can provide a framework or inventory that shows us our options when planning task-based lessons.

4.2.4.2 Task classification criteria
What criteria should be used for classification purposes? Maybe topic? Or level of difficulty? Traditionally, language classroom activities have often been classified by grammatical structure, and more recently, by language function, but here we can not classify by a feature of language since, as we have already seen, this is not predictable. In addition, since the fundamental essence of tasks is activity, we need a classification system based not on linguistic or even semantic classes, but on types of activity, or processes. Jane suggests a broad classification by the type of process involved, and identifies six main types:

Six main types of language learning task

listing
ordering and sorting
comparing
problem solving
sharing personal experiences
creative tasks

Willis, J (1996a: 26-28 and 149-54)

As Jane Willis explains (1996a: 149), complex tasks may involve more than one of these six process types.

4.2.4.3 Task difficulty
The order in which the six basic types is given here roughly represents the order of increasing cognitive difficulty: working with a partner to simply identify and list, say, twenty items you find in a kitchen, is arguably easier than agreeing on how to sort twenty kitchen items into categories and explaining your justification, or putting them in rank order of importance for someone setting up a new kitchen. In addition, depending on what is being listed, sorted, compared etc, the level of difficulty of a task may vary. Listing ten qualities needed to be a good teacher or parent is probably harder than listing ten items people typically take on holiday. We will return to the issue of task difficulty shortly.

4.2.4.4 Types of task in textbooks
In part 4.2.2.4 of this activity cycle, some of the activities from coursebook extracts were identified as tasks according to the definition established earlier. Which of the six types listed above would you say each of these coursebook extracts was? (I've given my ideas on this with the comments for each example - see Commentaries 4.2.4A-4.2.4E.)

4.2.4.5 Task outcomes for different task types
Here you will find another matching task for you to do. The left hand column of the table describes the typical outcomes for each of the six task types (Willis, 1996a: 149-54). The right hand column describes twelve example tasks. Match the examples to the appropriate task types / outcomes.

After completing the task, spend a few minutes considering the pros and cons of this type of matching task.

Match examples on the right to the task types / outcomes on the left.

Task type and outcome description

Listing: completed list or draft mind map
Ordering and sorting: set of information or data that has been ordered and sorted according to specified criteria, by sequencing, ranking, categorizing or classifying.
Comparing: outcomes vary according to the individual task goals, but could be the items appropriately matched or assembled, or the identification of similarities and / or differences.
Problem solving: solution(s) to the problem, which can then be evaluated. Could be puzzles, logic problems, real-life or hypothetical issues, incomplete stories, clues for predictions and guessing games, case studies, computer and business simulations
Sharing personal experiences: largely social and far less tangible than with other tasks. Sharing personal experiences is something we do very often in daily life: we may simply be passing the time of day, being sociable or entertaining or hoping to get to know others better. This kind of casual talk can happen naturally during other task types, and, because it is so common outside the classroom, should be encouraged.
Creative tasks: end product which can be appreciated by a wider audience. Creative tasks tend to have more stages than the usual classroom tasks. They can involve out-of-class research and are often referred to as 'projects'.

Examples of tasks

Perform a sketch or play for classmates
Work out the function of mystery object(s)
Write down ten tips for how to learn a language successfully
Rearrange jumbled sentences of a story so that they make sense
Research an aspect of target language country(ies) or culture(s) on the internet and present to classmates
Tell a classmate about something funny / strange / embarrassing that happened to you as a child
Compare reports on the same news item in two or more different newspapers
Find ten differences between a pair of 'spot the difference' pictures
Write out the ingredients for a favourite recipe
From a list of foodstuffs, or set of pictures of foods, decide which are healthy or unhealthy
Look at a map and work out the shortest route from A to B
Tell someone about the first time you travelled abroad

See Commentary 4.2.5

Willis (1996a) gives more examples of each type of task in Appendix A, pages 149-54.

4.2.4.6 Tasks for your students
Have you ever, or could you, use any of the tasks described in the last section (or variations of them) with your students?

What makes them (un)suitable? Topic? Simplicity or complexity of task? Something else?

If you are working with a colleague, discuss these issues and compare your experiences and opinions. Where your opinions differ, try to explain why this is so. After completing the task, spend a few minutes discussing the pros and cons of this type of open-ended discussion task.

4.2.4.7 Student level and choice of task
What level of students do you think each of the twelve tasks listed in section 4.2.4.5 would be suitable for? (For feedback, see Commentary 4.2.6.)