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Reframing task performance

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Abstract

Task-based research in the area of second language (L2) writing has begun to address learner-verbalized internal processes, but there is a need for much more understanding of how learners go about the process of composing during an L2 writing task and the factors that might influence that process. Task-based language teaching (TBLT) research in general has also focused somewhat obsessively on task completion and task outcomes, thereby neglecting the role that tasks can have in furthering language acquisition and skill development. This chapter contributes to the aims of Part 1 of this book by proposing that a useful way to remedy this situation is to examine both theoretically and empirically the relationship between tasks, strategic behaviour, and linguistic knowledge.

References

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