COGNITIVE LOAD THEORY AND HIERARCHICAL TASK SYSTEM IN ENGLISH LANGUAGE CLASSES
Abstract
This article analyzes the application of Cognitive Load Theory (CLT) in English language classes and the design of a hierarchical task system. The study examines the three types of cognitive load—intrinsic, extraneous, and germane—their interrelation, their impact on working memory capacity, and the principles of sequencing tasks from simple to complex. Based on J. Sweller's Cognitive Load Theory, P. Robinson's Cognition Hypothesis and Triadic Componential Framework (TCF), and the revised version of Bloom's Taxonomy, a hierarchical task model for English language classes was developed. The research results show that correctly sequencing tasks according to their cognitive complexity enhances the quality of students' language production, reduces cognitive overload, and ensures learning effectiveness.
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