Task
Analysis

Language learning in LINC is task-based, and the goal of task-based learning is to successfully accomplish real-world communicative tasks. Often, instructional planning begins with choosing appropriate real-world tasks. Engaging in a process of task analysis helps you to identify what learners need to know and be able to do with language to successfully complete the real-world task. This analysis informs your choice of assessment tasks, skill-using tasks and skill-building activities.

Task analysis is a process of breaking down a task into specific language and socio-cultural elements needed for successful completion of the task, in order to identify and plan the steps in instruction to prepare learners for the task. Task analysis includes considering the following:

• Theme: What theme is appropriate for this task?
• CLB Descriptors: What CLB competency does the task relate to, and what are its indicators of ability? 
• Vocabulary: What words, formulaic expressions and idiomatic language are typically used in this type of task? What range of this vocabulary is appropriate for the target CLB level?
• Grammar: What grammar, including structure and mechanics for reading and writing, will learners need?
• Pronunciation and mechanics: What elements of pronunciation or mechanics are required for this task? For example, intonation in questions, sentence stress, capitalization in a resume, or punctuation in compound sentences.
• Knowledge and strategies: What functional and sociolinguistic knowledge will learners need? What strategies can learners use for this task?
• Cultural considerations: Which cultural considerations are important for this task? What are the cultural expectations of this task in Canada?
• Digital skills: Is this task typically completed online or in digital format? Are there digital skills that will be helpful for completing this task?
• Equity, diversity and inclusion: How can concepts related to equity, diversity and inclusion be incorporated in this task? Does this task pose barriers for specific groups of people?
• Trauma-informed strategies: Are there any likely triggers for trauma in this task? How can trauma-informed strategies be incorporated into this task?
  
  

All of these elements are integrated into task-based language teaching and taught within the context of a task. When you have considered each of these areas, and observed learners to determine their strengths and knowledge gaps, you can identify which skill-building activities will help learners develop the knowledge and skills to accomplish the task. You can also consider how the task, or portions of the task, can be practiced as a skill-using task.

There is no one way to conduct a task analysis. Below is just one example: