Reasoning Gap

A task type requiring learners to derive new information from given information through inference, deduction, practical reasoning, or perception of relationships. One of three gap-based task types in Prabhu's (1987) taxonomy.

Definition

In a reasoning gap task, "the information to be conveyed is not identical with that initially comprehended but is derived from it through some process of inference, deduction, practical reasoning, or a perception of relationships or patterns" (Prabhu 1987).

How It Differs from the Other Gap Types

Task type	What fills the gap
Information Gap	Transferring existing information
Reasoning Gap	Deriving new information through logic
Opinion Gap	Expressing personal attitudes/preferences

The reasoning gap sits between the other two in terms of cognitive demand: more processing than simple information transfer, but more constrained than open-ended opinion expression.

Examples

• Reading a bus timetable to work out the best route between two places
• Comparing two plans and deciding which is more efficient, with justification
• Interpreting a graph and explaining what caused a trend
• Solving a logic puzzle using clues distributed among group members
• Reading a case study and recommending a course of action based on the evidence

Pedagogical Value

• Generates language naturally because learners must explain their reasoning, use logical connectors, and express cause/effect
• Develops higher-order thinking alongside language use
• Provides a meaningful context for practising conditionals, comparatives, and language of deduction
• Outcomes are verifiable (unlike Opinion Gap), which provides built-in feedback

Classroom Use

Reasoning gap tasks work well as a bridge between controlled practice and freer production. They give learners more cognitive challenge than Information Gap tasks while keeping the task outcome focused enough to scaffold language use. Ideal for intermediate+ levels where learners have enough language to reason aloud.