This document discusses grading learning tasks and defines what constitutes a task. It provides definitions of grading, learning tasks, and the key aspects of a task. It explains that grading learning should be focused on making the material easy to deliver to students. The ultimate purpose of language learning is use, so materials should be designed to lead to communicative tasks where students use content and language. The document also outlines principles of task-based language teaching like needs-based content selection and providing opportunities for learners to focus on the learning process. Factors that are important for grading a learner's ability are discussed, including the complexity of input, learner confidence and motivation, prior learning experience, learning pace, and their abilities and knowledge.

1. Grading Learning Task
ESP DEVELOPMENT

2. Definition of Grading learning
• Grading is
• task’ is meant the hundred and one things
people do in everyday life, at work, at play
and in between.

3. Definition task
1. A task is a goal directed.
2. A task involves a primary focus on meaning.
3. The participants choose the linguistic
resources needed to complete the task.
4. A task has a clearly defined outcome.

4. • Grading learning according to syllabus is
make grading about the material to make
easy when we delivering the material to the
student.
• Task is the ultimate purpose of language
learning is use. The materials should be
designed, therefore, to lead towards a
communicative task in which learners use
the content anfd language

5. Pedagogically, task-based language teaching has strengthened the
following principles and practices:
• • A needs-based approach to content selection.
• • An emphasis on learning to communicate through interaction in
the
• target language.
• • The introduction of authentic texts into the learning situation.
• • The provision of opportunities for learners to focus not only on
language but also on the learning process itself.
• • An enhancement of the learner’s own personal experiences as
important contributing elements to classroom learning.
• • The linking of classroom language learning with language use
outside the classroom.

6. • The steps
• include gathering materials, sanding the
wood, giving it a couple of coats, and letting it
dry.
• The goal is to make the fence look nicer, and
the task has a tangible
• outcome (that we can see). Language would
not necessarily be required for this task.

7. • Grading input
The first thing to consider is the complexity of
the input. Here, grammatical factors will be
important. All things being equal, a text made
up of simple sentences is likely to be simpler
than one consisting of nonfinite verb
constructions and subordination.

8. • Learner factors
Pearson and Johnson (1972) distinguish
between what they call ‘inside the head’ factors and
‘outside the head’ factors. ‘Inside the head’ factors
are all those that the learner brings to the task of
processing and producing language such as
background knowledge, interest, motivation and
other factors that we look at below. Pearson and
Johnson argue that comprehension is a process of
building bridges between the known and the
unknown.

9. • Factor Question
• Confidence
• How confident does the learner have to be to carry out the
task?
• Does the learner have the necessary level of confidence?
• Motivation
• • How motivating is the task?

10. • Prior learning experience
• Learning pace
• Observed ability in
• language skills
• Cultural knowledge/
• awareness
• Linguistic knowledge

11. • Observed ability in
• language skills
• Cultural knowledge/
• awareness
• Linguistic knowledge