Investigating Tasks in Formal Language Learning

Written for researchers, practitioners, and students of SLA and task-based language learning and teaching, this book provides a wide-ranging collection of research on second language (L2) tasks in formal language instruction, covering both cognitive and sociocultural perspectives, both oral and written modalities, various target languages and features, and learners of different first languages (L1s) and proficiency levels. Notable is the inclusive scope of areas dealt with in the book, including oral interaction, writing, reading comprehension, vocabulary development, learning strategies, pragmatics, and computer-mediated communication. This book provides an excellent up-to-date anthology of L2 task research. It makes successful contribution to the enhancement of our understanding of various aspects of task-based research and is certainly a welcome and important addition to the field. -- Bo-Ram Suh Georgetown University * 30th October 2007 Studies in Second Language Acquisition * Various aspects of tasks, task features, and task complexity are of key interest to today's second language acquisition researchers, who seek to understand the intricacies of how task-based interaction plays a facilitative role in instructed language development, and how research on tasks can inform task-based syllabus design. This new edited collection provides a rich compendium of work on second language tasks that will be invaluable for researchers and students of task-based language learning alike. The book also provides research-based evidence for second language teachers and educators who want to learn about best practices in task-based formal language instruction. Taken as whole, the text provides a broad and balanced overview of the current state of the art in instructed task research, with an impressive range of chapters from leading researchers in the field. The book deals with an interesting variety of target and source languages, modes, contexts and settings, and a range of aspects of task features from multiple complementary perspectives. It makes an important and timely contribution to the field and will be read with interest and profit by any serious task scholar. -- Alison Mackey, Georgetown University The book provides a much needed examination of options in classifying and sequencing language learning tasks. Framed by Robinson's insightful overview of competing theoretical claims in the area, eleven new data-based studies elucidate relationships between pedogic task types and accuracy, complexity and fluency in L2 speech and writing, and between task types and acquisition. Garcia-Mayo's book advances the international research agenda on task-based language teaching. -- Mike Long, University of Maryland