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  • 6 - The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model

  • 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 205-225

  • Summary

    Operationalizing a theory of task-based learning requires a specification of the features of task design that can be manipulated and sequenced during the time-course of instructional language learning programs to promote both performance success (measured in terms of the degree to which tasks can be accomplished in the second language), as well as progress in second language development (measured in terms of progress learners make in the increasing accuracy, complexity and fluency of their language production and comprehension). This chapter describes a theoretically motivated framework for pedagogic task design and sequencing which is currently being implemented and researched to assess the extent to which it facilitates target task success and language development for learners performing sequences of pedagogic tasks following the design criteria it proposes.