NotesFAQContact Us
Search Tips
ERIC Number: ED371582
Record Type: Non-Journal
Publication Date: 1993
Pages: 15
Abstractor: N/A
Reference Count: N/A
Responding to Task Difficulty: What Is Involved in Adjusting the Relationship between Learners and Learning Experiences?
Honeyfield, John
This article proposes two general instructional strategies that a course designer or materials writer may use to create a second language course that makes new demands on learners, yet contains feasible learning tasks. First, course designers can manipulate task components believed to determine task difficulty, components such as input text, the complexity of operations to be carried out on the input, and the nature of the output required. The second instructional strategy takes advantage of learning factors, ways in which preceding tasks in a sequence enable learners to successfully carry out later ones. The second strategy is implemented through the design of task sequences. Three task sequence models are examined, and the learning factors which appear to be exploited in each are identified. Collectively, these factors include: (1) task modification to learners' existing capacities; (2) repeated practice of task elements across tasks; (3) practice of new task elements within familiar tasks; (4) repeated practice of tasks in ascending order of difficulty; (5) focused practice of components of an ongoing macro-task; and (6) pre-learning of task elements followed by practice of them within macro-tasks. (MDM)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A