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3 Task components 3.1 Introduction: identifying task components The definition of a language learning task requires specification of four components: the goals, the input (linguistic or otherwise), the activities derived from this input, and finally the roles implied for teacher and learners. The question of roles will be addressed in the following chapter. This chapter looks in turn at the first three components in order to assist you in selecting, adapting, modifying and creating your own tasks. There have been alternative breakdowns of the components of the task, from which I select three to draw on for my own analysis. Candlin (1987) suggests that tasks should contain input, roles, set- tings, actions, monitoring, outcomes and feedback. Input refers to the data presented for learners to work on. Roles specify the relationship between participants in a task. Setting refers to the classroom and out-of-class arrangements entailed in the task. Actions are the procedures and sub-tasks to be performed by the learners. Monitoring refers to the supervision of the task in progress. Outcomes are the goals of the task, and feedback refers to the evaluation of the task. Shavelson and Stern (1981), who are concerned with general educational planning rather than TESOL planning in particular, suggest that task design should take into consideration the following elements: - content- the subject matter to be taught - materials - the things that learners can observe/manipulate - activities - the things the learners and teacher will be doing during the lesson - goals - the teachers general aim for the task (these are much more general and vague than objectives) - students - their abilities, needs and interests are important - social community - the class as a whole and its sense of groupness (Shavelson and Stern 1981: 478) Wright (1987) suggests that tasks need minimally contain just two elements. These are input data which may be provided