A01 cohe4573 01 se fm. Qxd

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F U R T H E R I S S U E S I N L E A R N I N G , T E A C H I N G , A N D A S S E S S M E N T
working individually, but also to obtain feedback from the teacher or 
curriculum writer and use higher-order thinking to engage in discussion, self-
reflection, and evaluation. Authentic interaction through telecollaboration
can activate learners’ critical thinking when they are given tasks that require
higher cognitive levels of application, analysis, synthesis, and evaluation.
The first activity below provides teacher readers an opportunity to brain-
storm about the various forms of technology that may best facilitate tasks at
different levels of cognition. This activity is designed to help teachers when
they have certain pragmatics-oriented tasks in mind and wish to identify
suitable forms of technology for them. The second activity offers a hands-on
experience where teachers are encouraged to explore possible technologies
for creating instructional tasks suitable for the given classroom situation.
Fortunately, a variety of technologies are becoming more reliably avail-
able primarily through computer mediation so that learners have multi-
sensory input and authentic interaction in extended discourse. On the flip
side, technological glitches may crop up and hinder effective operation of
the program, or may even deny access to what is otherwise conveniently
available. Technological failure can frustrate or completely demotivate
learners. Teachers need to ensure on an ongoing basis that learners have
access to appropriate equipment and that there is an adequate technological
support system.
Activity 13.1 Levels of cognitive demand and computer-
mediated learning of pragmatics
Objectives
1
You will be able to analyze pragmatics-focused tasks in terms of their levels of
cognitive demand.
2
You will be able to identify suitable form(s) of technology for pragmatics-focused
tasks at different cognitive levels.
Suggested time:
20 minutes.
Materials:
1
Information: “Bloom’s taxonomy of cognitive learning”;
2
Task sheet: “Different tasks, different technologies”.

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I N C O R P O R A T I N G T E C H N O L O G Y I N T O I N S T R U C T I O N
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Cognitive levels
Sample tasks for L2 pragmatics and key words
Knowledge
Identification or recall of 
certain information.
Sample tasks: identify three examples of discourse
markers in the dialogue.
Key words: define, describe, identify, know, label,
list, match, name.
Comprehension
Understand the meaning,
translation, and interpretation 
of the material.
Sample task: explain in your own words what
Speaker A really means when he says X.
Key words: explain, give examples, infer, interpret,
paraphrase, rewrite, translate.
Application
Use a newly learned concept 
in a novel situation.
Sample task: review the softening strategies used in
making requests, and predict how they apply when
you refuse a friend’s invitation to her birthday party.
Key words: apply, demonstrate, relate, predict,
modify, prepare.
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Adapted from Clark (2001: available online).
Directions
1
In groups of approximately four, (re)familiarize yourselves with Bloom’s taxonomy
using the given information.
2
Go to the task sheet. For each cognitive level, there is an example of 
pragmatics-focused tasks representing that level of cognitive demand. In your
group, determine the forms of technology that appear to be most compatible 
with each task and discuss why they seem most suitable.
3
Share your ideas with the whole group.
Discussion/wrap-up
While some tasks are perfectly appropriate for CMC tools, others may be better delivered
through other types of technology even though they are not “cutting-edge.” This
activity is designed to help diversify your classroom tasks in terms of their cognitive
demands and to develop a repertoire of technologies conducive to your students’
learning. You would then choose the best media in light of the characteristics and avail-
ability of those technologies.
Information: Bloom’s taxonomy of cognitive learning
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