Static versus dynamic task-type dichotomy in task-based language teaching¶

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article adopts Ellis's (2003) classic dichotomy of task types in task-based language teaching. The static type "pays more attention to form and transfers information in a linear sequence through the prescribed language" with material learned consciously, giving more control to the learner and more linguistic context. The dynamic type describes situations or actions and narrates, involving two-way conversations without prescribed language content, learned unconsciously, emphasizing free uncontrolled production and extra-linguistic context. The study operationalizes these as its control and experimental treatments.

Design Implications¶

Context¶

Requirements¶

Both task types must fit within a balanced language course of meaning-focused input, deliberate language-focused learning, meaning-focused output, and fluency development strands

Constraints¶

Studies cited by the article suggest static tasks are in general easier than dynamic ones

Target Learners¶

intermediate EFL learners at university BS level

Learning Goals¶

English vocabulary learning
reading comprehension

Claims¶

Examples¶

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Key Sources¶

Gholam Reza Haji Pour Nezhad & Nasrin Shokrpour. (2012). The Impact of Task Type and Cognitive Style on Vocabulary Learning. English Language Teaching, 5(9). http://dx.doi.org/10.5539/elt.v5n9p17

Page metadata

Field	Value
`type`	`design`
`id`	`static-dynamic-task-type-dichotomy`
`title`	`Static versus dynamic task-type dichotomy in task-based language teaching`
`description`	`The article adopts Ellis's (2003) classic dichotomy of task types in task-based language teaching.`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-11-02`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `gholam-reza-haji-pour-nezhad-nasrin-shokrpour-2012`

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