LEARNER-CENTERED TASKS IN THE FOREIGN-LANGUAGE CLASSROOM

The article first discusses communicative language teaching and self-directed learning, then introduces an analytical framework for designing a task, using Nunan's framework. This is followed by a case study done in the Department of Japanese Studies at the National University of Singapore involving 220 first-year Japanese language students. The case study is a description and analysis of a task which is communicatively based, learner-centered and which promotes self-directed learning. Then some suggestions are made for course and task designers.