Task-complexity is an elusive concept, just the concept of language learning task itself is. But for all practical purposes, we practitioners require to understand tasks and task-complexity fairly well, in order to use them in our daily language classrooms.
To make things easy for the practitioner in us, let us break down our understanding of task-complexity into two. Task-complexity can be understood in two ways:
Objectively, a task represents some form of text or material that prompts or directs the learner to perform an action that leads to language learning of some kind. The complexity of the task in this perspective depends on multiple elements like the level of language used in the text, the complexity of operations required to perform the task, number of elements, steps and operations involved in the task, sufficiency of the given data for task completion, the extent of background-information required, etc. In short, intrinsic complexity of a task depends on the task-internal elements that constitute the task itself.
Subjectively, a task is a tool used by a learner to learn language. Here, task-complexity is understood as partly external to the task. A learner may experience an intrinsically difficult task as easy and vice versa due to learner-related qualities. Learner's general cognitive capacity, language proficiency, familiarity with the type of task, the information and operations used in the task, and affective conditions may affect learner-related task-complexity.
In short, task complexity is a complex construct. We need to understand it in the context of the classroom where the learner, teacher, and learning materials are all dynamic partners in creating and maintaining a positive learning atmosphere.
So, here is the take-away you've been looking for: a task may be complex in your class if it has tough (reading) materials. But despite the text being tough, if you have clever learners who use apt strategies, the task may be experienced as a simple one.
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- by looking at task objectively as an isolated unit of learning, and
- by looking at task subjectively as a tool used by learners.
Objectively, a task represents some form of text or material that prompts or directs the learner to perform an action that leads to language learning of some kind. The complexity of the task in this perspective depends on multiple elements like the level of language used in the text, the complexity of operations required to perform the task, number of elements, steps and operations involved in the task, sufficiency of the given data for task completion, the extent of background-information required, etc. In short, intrinsic complexity of a task depends on the task-internal elements that constitute the task itself.
Subjectively, a task is a tool used by a learner to learn language. Here, task-complexity is understood as partly external to the task. A learner may experience an intrinsically difficult task as easy and vice versa due to learner-related qualities. Learner's general cognitive capacity, language proficiency, familiarity with the type of task, the information and operations used in the task, and affective conditions may affect learner-related task-complexity.
In short, task complexity is a complex construct. We need to understand it in the context of the classroom where the learner, teacher, and learning materials are all dynamic partners in creating and maintaining a positive learning atmosphere.
So, here is the take-away you've been looking for: a task may be complex in your class if it has tough (reading) materials. But despite the text being tough, if you have clever learners who use apt strategies, the task may be experienced as a simple one.
