A system of different types of tasks can be used to help language learners achieve their learning goals, which may include learning of: discrete language items (sounds, vocabulary, grammatical constructions); content or ideas of the subject studied (geography, literature, mathematics, cultural understanding); language skills (listening, writing, fluency, strategies for coping with language difficulties); and organization of discourse. Four basic task types are useful. Experience tasks are those within the realm of the learner's previous experience, allowing him to focus attention on learning goals. Preparation for these tasks may include providing relevant experience. Shared tasks are those that may be difficult for one learner to tackle alone but can be completed successfully by two or more working cooperatively. Planning should include consideration of how task elements will be distributed. Guided tasks provide support for the learner while he accomplishes them, narrowing the scope of the task and allowing for sequencing of instruction. Such tasks offer a high degree of success. Independent tasks require the learner to work alone without planned help. Such tasks should provide reasonable challenge and be realistic. When teachers use this system of tasks, they have access to a wide range of instructional possibilities that help learners gain mastery. (MSE)