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  • 8 - Exploring the Nuts and Bolts of Task Design

  • from Part III - The Task Syllabus and Materials
  • Edited by Mohammad Javad Ahmadian, University of Leeds, Michael H. Long, University of Maryland, College Park
  • Book:
    The Cambridge Handbook of Task-Based Language Teaching
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 262-289

  • Summary

    This chapter presents two complementary sets of parameters for task design. These are contextualized within a dynamic collaborative process involving designers, teachers and learners, requiring both specialist knowledge, and specialist skill. To illustrate, we draw on accumulated insights from a range of empirical studies, including research into learner performance on tasks, research into the process of design, and classroom studies of teachers and learners working with tasks. We highlight relationships between design and implementation, and tensions between the task ‘on paper’ and what happens in the classroom, suggesting ways of addressing these through the preparation for task design that teachers might receive.