Designing Tasks for the Second Language Class: Is there a Role for Contextual Support and Cognitive Challenge in Second Language Learning?

This paper reports on the role of contextual support and cognitive challenge in second language (L2) tasks. Studies have investigated task complexity by focusing on the cognitive demands of tasks, but little has explored the role of context in L2 learning tasks. The main aim of the study is to explore the effect of different contextual and cognitive support in tasks. Two communicative decision-making tasks were designed, based on Cummins' (1984) model of designing communicative tasks. Fourteen learners completed these tasks and their voices about views of the tasks were gathered in interviews. Transcribed interviews were analyzed thematically, and compared to the model. The data revealed various associations to context that link to prior knowledge, experience and interpersonal support; and cognitive demands that link to abstract concepts and higher-order thinking. The findings also show that learners regard tasks as easy when there is high-contextual support, and difficult when there is high-cognitive demand, which contributes to different L2 task performance. This study shows that Cummins' (1984) framework provides a substantial platform for task design as it considers learners' background knowledge and cognitive ability for L2 learning experience to take place comfortably.