Task-Based Language Learning – Insights from and for L2 Writing

ORCID logoHeidi Byrnes | Georgetown University
ORCID logoRosa M. Manchón | University of Murcia
ISBN 9789027207296 | EUR 99.00 | USD 149.00
ISBN 9789027207302 | EUR 33.00 | USD 49.95
ISBN 9789027269713 | EUR 99.00/33.00*
| USD 149.00/49.95*
Google Play logo
The book seeks to enlarge the theoretical scope, research agenda, and practices associated with TBLT in a two-way dynamic, by exploring how insights from writing might reconfigure our understanding of tasks and, in turn, how work associated with TBLT might benefit the learning and teaching of writing. In order to enrich the domain of task and to advance the educational interests of TBLT, it adopts both a psycholinguistic and a textual meaning-making orientation. Following an issues-oriented introductory chapter, Part I of the volume explores tenets, methods, and findings in task-oriented theory and research in the context of writing; the chapters in Part II present empirical findings on task-based writing by investigating how writing tasks are implemented, how writers differentially respond to tasks, and how tasks can contribute to language development. A coda chapter summarizes the volume’s contribution and suggests directions for advancing TBLT constructs and research agendas.
[Task-Based Language Teaching, 7] 2014.  xi, 312 pp.
Publishing status: Available
Table of Contents
“Engaging thoughtfully and expansively with existing research into the effects of TBLT on instructed language learning, this valuable book provides considerable novel insight into the roles TBLT can play in promoting writing-to-learn, and L2 writing development. The knowledgeable and stimulating discussion chapters in Part I of the book, linking conceptions of `task` to `writing as a tool for learning`, together with the careful empirical studies presented in Part II make this essential reading for all concerned with task-based language education, its theoretical underpinnings and expanding evidence-base.”
“This book advances our understanding of an important and topical area, task-based instruction in the context of L2 writing. It contains contributions from a stellar lineup of researchers. It is informative, accessible, and lively. It should be a staple on every shelf.”
Cited by

Cited by 23 other publications

Abrams, Zsuzsanna
Allaw, Elissa
2021. A learner corpus analysis: Effects of task complexity, task type, and L1 & L2 similarity on propositional and linguistic complexity . International Review of Applied Linguistics in Language Teaching 59:4  pp. 569 ff. DOI logo
Asgari, Majid & Sakineh Jafari
2019. The effect of task modality and discourse mode on EFL learners’ narrative task performance. Dutch Journal of Applied Linguistics 8:2  pp. 270 ff. DOI logo
Bagheri, Mohammad
2024. The effects of task design variables and corrective feedback on EFL learners’ writing complexity and accuracy. Cogent Education 11:1 DOI logo
Bygate, Martin
2016. TBLT through the lens of applied linguistics. ITL - International Journal of Applied Linguistics 167:1  pp. 3 ff. DOI logo
Bygate, Martin
2016. Sources, developments and directions of task-based language teaching. The Language Learning Journal 44:4  pp. 381 ff. DOI logo
Byrd, David & Zsuzsanna Abrams
2022. Applying Positive Psychology to the L2 Classroom: Acknowledging and Fostering Emotions in L2 Writing. Frontiers in Psychology 13 DOI logo
Chau, Luan Tuyen, Marielle Leijten, Sarah Bernolet & Lieve Vangehuchten
2022. Envisioning multilingualism in source-based writing in L1, L2, and L3: The relation between source use and text quality. Frontiers in Psychology 13 DOI logo
Gilabert, Roger
2023. Where SLA and Language Education Meet: The Transfer from Task-Based Needs Analysis to Task Design. Education Sciences 13:10  pp. 1015 ff. DOI logo
Johnson, Mark D.
2023. Formal Genre-Specific Knowledge as a Resource-Dispersing Feature of Task Complexity. Languages 8:1  pp. 64 ff. DOI logo
Jun, Hae Ree & Bing Mu
2024. An Ecological Perspective on Agency: L2 Learners’ Sociopragmatic Interpretations and Strategies in a Study Abroad Context. Languages 9:5  pp. 174 ff. DOI logo
Manchón, Rosa M.
2020. Chapter 1. Writing and language learning. In Writing and Language Learning [Language Learning & Language Teaching, 56],  pp. 3 ff. DOI logo
Manchón, Rosa M. & Olena Vasylets
2019. Language Learning Through Writing: Theoretical Perspectives and Empirical Evidence. In The Cambridge Handbook of Language Learning,  pp. 341 ff. DOI logo
Révész, Andrea, Nektaria‐Efstathia Kourtali & Diana Mazgutova
2017. Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity. Language Learning 67:1  pp. 208 ff. DOI logo
Tantardini, Maria
2021. Le portfolio d’écriture du capitaine : un outil qui promeut la rédaction de textes authentiques chez les jeunes scripteurs. La Revue de l’AQEFLS 33:1  pp. 58 ff. DOI logo
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
2017. The Effects of Mode and Task Complexity on Second Language Production. Language Learning 67:2  pp. 394 ff. DOI logo
Vasylets, Olena, Roger Gilabert & Rosa M. Manchón
2020. Chapter 8. Task modality, communicative adequacy and CAF measures. In Writing and Language Learning [Language Learning & Language Teaching, 56],  pp. 183 ff. DOI logo
Wang, Xuan, Jianting Ma, Ximeng Li & Xinyi Shen
2023. Validation of Self-Regulated Writing Strategies for Advanced EFL Learners in China: A Structural Equation Modeling Analysis. European Journal of Investigation in Health, Psychology and Education 13:4  pp. 776 ff. DOI logo
Wang, Yi-Chien
2022. Implementing Technology-Mediated Task-Based Language Teaching in an EFL Writing Course. International Journal of Computer-Assisted Language Learning and Teaching 12:2  pp. 1 ff. DOI logo
Ye, Wei, Wei Ren & Shan Zheng
2021. The Construct of the Story Continuation Writing Task: Insights From the China’s Standards of English Language Ability. Chinese Journal of Applied Linguistics 44:3  pp. 382 ff. DOI logo
Zhang, Jianhua & Lawrence Jun Zhang
2024. Examining L2 studentsʼ development of global cohesion and its relationship with their argumentative essay quality. International Review of Applied Linguistics in Language Teaching 0:0 DOI logo
Zhang, Meixiu
2022. Collaborative writing in an EFL secondary setting: the role of task complexity. International Review of Applied Linguistics in Language Teaching 0:0 DOI logo
Çiftçi, Hatime & Erhan Aslan
2019. Computer-Mediated Communication in the L2 Writing Process. International Journal of Computer-Assisted Language Learning and Teaching 9:2  pp. 19 ff. DOI logo

This list is based on CrossRef data as of 13 may 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.


Main BIC Subject

CJA: Language teaching theory & methods

Main BISAC Subject

LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
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ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2014022870 | Marc record