In this article, the authors assume that the learning/ acquisition process can be divided into three stages:'conscious incompetence', 'conscious competence' and 'unconscious competence', in all...In this article, the authors assume that the learning/ acquisition process can be divided into three stages:'conscious incompetence', 'conscious competence' and 'unconscious competence', in all of which careful design of task types will be of great importance to entail the appropriate activities on the part of the learner. The authors further attempt to provide language teachers with a list of task types composed of action verbs (what learners can do with the material ) and possible objects of those verbs (what material is worked on ), which should be combined to generate a wide range of specific tasks. It is also suggested by the authors that in task design the focus on accuracy in encoding should lead as rapidly as possible to tasks that foster cooperative building of discourse with the focus on as fluent movement towards the goal as possible.展开更多
文摘In this article, the authors assume that the learning/ acquisition process can be divided into three stages:'conscious incompetence', 'conscious competence' and 'unconscious competence', in all of which careful design of task types will be of great importance to entail the appropriate activities on the part of the learner. The authors further attempt to provide language teachers with a list of task types composed of action verbs (what learners can do with the material ) and possible objects of those verbs (what material is worked on ), which should be combined to generate a wide range of specific tasks. It is also suggested by the authors that in task design the focus on accuracy in encoding should lead as rapidly as possible to tasks that foster cooperative building of discourse with the focus on as fluent movement towards the goal as possible.
