Cover not available
Part of
Task-Based Language Learning – Insights from and for L2 Writing
Edited by Heidi Byrnes and Rosa M. Manchón
[Task-Based Language Teaching 7] 2014
► pp. 267–299

Task, task performance, and writing development

Advancing the constructs and the research agenda

This closing chapter aims to assess the contribution of the book to TBLT theory and research and to put forward directions for advancing TBLT constructs and research agendas. We consider the volume’s overall contribution to the TBLT field to lie in linking the psycholinguistic with the textual, meaning-making nature of writing and in presenting theoretical and methodological refinements along with empirical advances that reflect that orientation. We have organized the details of that contribution as well as the suggestions for future research directions along four closely inter-related foci, namely: (a) a learner-internal perspective that explores the volume’s findings regarding the learner dimension of tasks and the learner’s agency in task execution; (b) a learning orientation that summarizes the studies’ findings and suggests new research paths that elaborate the proposed new theoretical positions, particularly in terms of their ability to specify the nature of learning and development through task-based writing; (c) a textual meaning-making orientation that expands the empirical research agenda for tasks as meaning-making environments and considers implications for assessing task performance from a psycholinguistic and a textual perspective; and (d) a curricular orientation that would illuminate what instructed learners might be able to accomplish when they have the benefit of a principled task- and text-oriented instructional framework.

Published online: 14 November 2014
DOI logo
https://doi.org/10.1075/tblt.7.11byr
References
Bakhtin, M.M
(1986) The problem of speech genres. In C. Emerson & M. Holquist (Eds.), M. M. Bakhtin. Speech genres and other late essays (pp. 60–102). Austin, TX: University of Texas Press.Google Scholar
Biber, D., Gray, B., & Kornwipa Poonpon, K
(2011) Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? TESOL Quarterly, 45, 5–35. DOI logoGoogle Scholar
Breen, M
(1987/2009) Learner contributions to task design. In C. Candlin & D. Murphy (Eds.), Language learning tasks (pp. 23–46). Englewood Cliffs, NJ: Prentice-Hall. Reprinted in In K. van den Branden, M. Bygate, & J. M. Norris (Eds.) (2009). Task-based language teaching: A reader (pp. 333–356). Amsterdam: John Benjamins.Google Scholar
Bunch, G., & Willett, K
(2013) Writing to mean in middle school: Understanding how second language writers negotiate textually-rich content-area instruction. Journal of Second Language Writing, 22, 141–178. DOI logoGoogle Scholar
Bygate, M
(1996) Effects of task repetition: Appraising the developing language of learners. In J. Willis & D. Willis (Eds.), Challenge and change in language teaching (pp. 136–146). Oxford: Heinemann.Google Scholar
(2001) Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 99–118). Harlow: Longman.Google Scholar
Bygate, M., & Samuda, V
(2005) Integrative planning through the use of task-repetition. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 37–74). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Byrnes, H
(2009) Emergent L2 German writing ability in a curricular context: A longitudinal study of grammatical metaphor. Linguistics and Education, 20, 50–66. DOI logoGoogle Scholar
(2011a) Beyond writing as language learning or content learning: Constructing foreign language writing as meaning making. In R.M. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 133–157). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(2011b) Reconsidering graduate students' education as scholar-teachers: Mind your language! In H.W. Allen & H.H. Maxim (Eds.), Educating the future foreign language professoriate for the 21st century (pp. 17–42). Boston, MA: Heinle, Cengage Learning.Google Scholar
Byrnes, H., Maxim, H.H., & Norris, J.M
(2010) Realizing advanced foreign language writing development in collegiate education: Curricular design, pedagogy, assessment. Modern Language Journal, 94 (Supplement s-1).Google Scholar
Candlin, C.N
(1987/2009) Towards task-based language learning. In C.N. Candlin & D. Murphy (Eds.). Language learning tasks (pp. 5–22). London: Prentice Hall; reprinted in K. Van den Branden, M. Bygate, & J. M. Norris (Eds.), Task-based language teaching: A reader (pp. 21–40). Amsterdam: John Benjamins.. DOI logoGoogle Scholar
Christie, F
(2012) Language education throughout the school years: A functional perspective. Language Learning, 62 (Supplement 1). DOI logoGoogle Scholar
Christie, F., & Derewianka, B
(2008)  School discourse. Learning to write across the years of schooling . London: Continuum.Google Scholar
Colpen, M., & Gysen, S
(2006) Developing and introducing task-based language tests. In K. Van den Branden (Ed.), Task-based language education: From theory to practice (pp. 151–174). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Coughlan, P., & Duff, P
(1994) Same task, different activities. Analysis of a SLA task from an activity theory perspective. In J.P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 173–193). Norwood, NJ: Ablex.Google Scholar
Cumming, A
(1990) Metalinguistic and ideational thinking in second language composing. Written Communication, 7, 482–511. DOI logoGoogle Scholar
Donato, R
(2000) Sociocultural contributions to understanding the foreign and second language classroom. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 27–51). Oxford: Oxford University Press.Google Scholar
Dörnyei, Z
(2014) Researching complex dynamic systems: 'Retrodictive qualitative modelling' in the language classroom. Language Teaching, 47, 80–91.Google Scholar
Ellis, N., & Larsen-Freeman, D
(1996) Language emergence: Implications for applied linguistics—introduction to the special issue. Applied Linguistics, 27, 558–589. DOI logoGoogle Scholar
Foster, P
(2001) Rules and routines: A consideration of their role on the task-based language production of native and non-native speakers. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 75–93). London: Longman.Google Scholar
Foster, P., & Skehan, P
(1996) The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299–323. DOI logoGoogle Scholar
Genc, Z.S
(2012) Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners. In A. Shehadeh & C.A. Coombe (Eds.), Task-based language teaching in foreign language contexts. Research and implementation (pp. 67–88). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Halliday, M.A.K
(2009) Preface. In M.A.K. Halliday & J. Webster (Eds.), Continuum companion to Systemic Functional Linguistics (pp. vii–viii). London: Continuum.Google Scholar
Halliday, M.A.K., & Matthiessen, C.M.I.M
(1999)  Construing experience through meaning: A language-based approach to cognition . London: Continuum.Google Scholar
Harklau, L
(2008) Developing qualitative longitudinal case studies of advanced language learners. In L. Ortega & H. Byrnes (Eds.), The longitudinal study of advanced L2 capacities (pp. 23–35). London: Routledge.Google Scholar
Hayes, J.R
(2012) Modelling and remodeling writing. Written Communication, 29, 369–388. DOI logoGoogle Scholar
Larsen-Freeman, D
(2006a) On the need for a new understanding of language and its development. Journal of Applied Linguistics, 281–304.Google Scholar
(2006b) The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics, 27, 558–619. DOI logoGoogle Scholar
Lynch, T., & Maclean, J
(2000) Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research, 4, 221–250.Google Scholar
Manchón, R.M
(2011a) The language learning potential of writing in foreign language contexts: Lessons from research. In T. Cimasko & M. Reichelt (Eds.), Foreign language writing instruction: Principles and practices (pp. 44–64). Anderson, SC: Parlor Press.Google Scholar
(2011b) Writing to learn the language: Issues in theory and research. In R.M. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 61–82). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(2013) Writing. In F. Grosjean & P. Li (Eds.), The psycholinguistics of bilingualism (pp. 100–115). Oxford: Wiley-Blackwell.Google Scholar
(2014) Learning and teaching writing in the foreign languages classroom: Fostering writing-to-learn approaches. In P. Driscoll, E. Macaro, & A. Swarbrick (Eds.), Debates in modern languages education (pp. 96–107). London: Routledge.Google Scholar
Manchón, R.M., & Roca de Larios, J
(2007) Writing-to-learn in instructed language learning contexts. In E.A. Soler & M.P.S. Jordá (Eds.), Intercultural language use and language learning (pp. 101–121). Berlin: Springer. DOI logoGoogle Scholar
(2011) Writing to learn in FL contexts: Exploring learners' perceptions of the language learning potential of L2 writing. In R.M. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 181–207). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Manchón, R.M., Roca de Larios, J., & Murphy, L
(2009) The temporal dimension and problem-solving nature of foreign language composing processes. Implications for theory. In R.M. Manchón (Ed.), Writing in foreign language contexts: Learning, teaching and research (pp. 102–129). Bristol, UK: Multilingual MattersGoogle Scholar
Manchón, R.M., Williams, J., & Polio, C
Forthcoming). L2 writing and SLA studies. In R.M. Manchón & P.K. Matsuda (Eds.) Handbook of second and foreign language writing Berlin de Gruyter Mouton
Martin, J.R
(2009) Genre and language learning: A social semiotic perspective. Linguistics and Education, 20, 10–21. DOI logoGoogle Scholar
Norris, J.M
(2006a) The why (and how) of student learning outcomes assessment in college FL education. Modern Language Journal, 90, 576–583. DOI logoGoogle Scholar
(2006b) Assessing foreign language learning and learners: From measurement constructs to educational uses. In H. Byrnes, H. Weger-Guntharp, & K. Sprang (Eds.), GURT 2005: Educating for advanced foreign language capacities: Constructs, curriculum, instruction, assessment (pp. 167–187). Washington, DC: Georgetown University Press.Google Scholar
(2010, September). Understanding instructed SLA: Constructs, contexts, and consequences. Plenary address delivered at the annual conference of the European Second Language Association (EUROSLA), Reggio Emilia (September 2, 2010).
(2011, November). Classroom realities and their implication for TBLT research. Paper presented at the invited colloquium “Tasks in classrooms: Developing TBLT as a researched pedagogy”, at the 4th International Conference on Task-Based Language Teaching, Auckland, NZ (November 18, 2011).
(2013, April). Understanding language learning in educational contexts: The role of program evaluation. Invited plenary address at the Second Language Acquisition Symposium, University of Iowa, Iowa City (April 19, 2013).
Norris, J., & Manchón, R.M
(2012) Investigating L2 writing development from multiple perspectives: Issues in theory and research. In R.M. Manchón (Ed.), L2 writing development: Multiple perspectives (pp. 221–244). Berlin: de Gruyter Mouton.Google Scholar
Norris, J., & Ortega, L
(2009) Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30, 555–578. DOI logoGoogle Scholar
Ortega, L
(2005) What do learners plan? Learner-driven attention to form during pre-task planning. In R. Elllis (Ed.), Planning and task performance in a second language (pp. 77-109). Amsterdam: John Benjamins. DOI logoGoogle Scholar
2009 Studying writing across EFL contexts: Looking back and moving forward. In R.M. Manchón (Ed.), Writing in foreign language contexts: Learning, teaching, and research (pp. 232–255). Bristol, UK: Multilingual Matters.Google Scholar
(2011) Reflections on the learning-to-write and writing-to-learn dimensions of second language writing. In R.M. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 237–250). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(2012a) Epilogue: Exploring L2 writing–SLA interfaces. Journal of Second Language Writing, 21, 404–415. DOI logoGoogle Scholar
(2012b) Interlanguage complexity: A construct in search of theoretical renewal. In B. Szmrecsanyi & B. Kortmann (Eds.), Linguistic complexity in interlanguage varieties, L2 varieties, and contact languages (pp. 127–155). Berlin: de Gruyter Mouton.Google Scholar
Ortega, L., & Byrnes, H
(2008) Theorizing advancedness, setting up the longitudinal research agenda. In L. Ortega & H. Byrnes (Eds.), The longitudinal study of advanced L2 capacities (pp. 281–300). London: Routledge.Google Scholar
Ortega, L., & Iberri-Shea, G
(2005) Longitudinal research in second language acquisition: Recent trends and future directions. Annual Review of Applied Linguistics, 25, 26–45. DOI logoGoogle Scholar
Polio, C., & Williams, J
(2009) Teaching and testing writing. In M.H. Long & C.J. Doughty (Eds.), The handbook of language teaching (pp. 486–517). Oxford: Blackwell. DOI logoGoogle Scholar
Robinson, P
(2011) Second language task complexity, the Cognition Hypothesis, language learning, and performance. In P. Robinson (Ed.), Second language task complexity. Researching the Cognition Hypothesis of language learning and performance (pp. 3–37). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Roca de Larios, J
(2013) Second language writing as a psycholinguistic locus for L2 production and learning. Journal of Second Language Writing, 22, 444–445. DOI logoGoogle Scholar
Roca de Larios, J., Murphy, L., & Marín, J
(2002) A critical examination of L2 writing process research. In S. Ransdell & M.L. Barbier (Eds.), New directions for research in L2 writing (pp. 11–47). Dordrecht: Kluwer. DOI logoGoogle Scholar
Roca de Larios, J., Manchón, R.M., Murphy, L., & Marín. J
(2008) The foreign language writer’s strategic behavior in the allocation of time to writing processes. Journal of Second Language Writing, 17, 30–47. DOI logoGoogle Scholar
Ryshina-Pankova, M., & Byrnes, H
(2013) Writing as learning to know: Tracing knowledge construction in L2 German compositions. Journal of Second Language Writing, 22, 179–197. DOI logoGoogle Scholar
Samuda, V
(2001) Guiding relationships between form and meaning during task performance: The role of the teacher. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 119–140). Harlow, UK: Pearson Education.Google Scholar
Sasaki, M
(2004) A multiple-data analysis of the 3.5 year development of EFL student writers. Language Learning, 54, 525–582. DOI logoGoogle Scholar
Schleppegrell, M.J
(2004)  The language of schooling: A functional linguistics perspective . Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Slobin, D.I
(1996a) From “thought and language” to “thinking for speaking”. In J.J. Gumperz & S.C. Levinson (Eds.), Rethinking linguistic relativity (pp. 70–96). Cambridge: Cambridge University Press.Google Scholar
Thompson, G
(2001) Interaction in academic writing: Learning to argue with the reader. Applied Linguistics, 22, 58–78. DOI logoGoogle Scholar
van Lier, L
(2006) What access? Which system? Journal of Applied Linguistics, 3, 331–340.Google Scholar
Williams, J
(2012) The potential role(s) of writing in second language development. Journal of Second Language Writing, 21, 321–331. DOI logoGoogle Scholar
Yuan, F., & Ellis, R
(2003) The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24, 1–27. DOI logoGoogle Scholar
Cited by

Cited by 3 other publications

Ghanbaran, Samira, Saeed Ketabi & Mohammadtaghi Shahnazari
2023. Investigating the Effect of Task Type and Modality on Flow Experience Among Intermediate Persian EFL Learners. Journal of Psycholinguistic Research 52:6 ► pp. 2835 ff. DOI logo
Silva, Breno B., Katarzyna Kutyłowska & Agnieszka Otwinowska
2021. Learning academic words through writing sentences and compositions: Any signs of an increase in cognitive load?. Language Teaching Research ► pp. 136216882110204 ff. DOI logo
Yasuda, Sachiko
2017. Toward a Framework for Linking Linguistic Knowledge and Writing Expertise: Interplay Between SFL‐Based Genre Pedagogy and Task‐Based Language Teaching. TESOL Quarterly 51:3 ► pp. 576 ff. DOI logo

This list is based on CrossRef data as of 12 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.