Part of
Task-Based Language Learning – Insights from and for L2 WritingEdited by Heidi Byrnes and Rosa M. Manchón
[Task-Based Language Teaching 7] 2014
► pp. 53–77
Edited by Heidi Byrnes and Rosa M. Manchón
[Task-Based Language Teaching 7] 2014
► pp. 53–77
Reframing task performance
The relationship between tasks, strategic behaviour, and linguistic knowledge in writing
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
Bowles, M
(2010)
The think-aloud controversy in second language research
. New York: Routledge. 
Cohen, A.D., & Macaro, E
(2007) Conclusions. In A.D. Cohen & E. Macaro (Eds.),
Language learner strategies: Thirty years of research and practice
(pp. 274–284). Oxford: Oxford University Press.
Cumming, A
(1990) Metalinguistic and ideational thinking in second language composing. Written Communication, 7, 482–511.
Ellis, R
Flower, L., & Hayes, J
(1981) A cognitive process theory of writing. College Composition and Communication, 32, 365–387.
Foster, P., & Skehan, P
(1996) The influence of planning on performance in task-based learning. Studies in Second Language Acquisition, 18, 299–324.
Graham, S., Santos, D., & Vanderplank, R
(2008) Listening comprehension and strategy use: A longitudinal exploration. System, 36, 52–68.
Kellogg, R
(1996) A model of working memory in writing. In C.M. Levy & S. Ransdell (Eds.),
The science of writing: Theories, methods, individual differences, and applications
(pp. 57–72). Mahwah, NJ: Lawrence Erlbaum.
Koda, K
(1993).Task induced variability in FL composition: Language-specific perspectives. Foreign Language Annals, 26, 332–346.
Macaro, E
(2001)
Learning strategies in second and foreign language classrooms
. London: Continuum.
(2003) Second language teachers as second language classroom researchers. Language Learning Journal, 27, 4–12.
(2006) Strategies for language learning and for language use: Revising the theoretical framework. Modern Language Journal, 90, 320–337.
(2007) Do beginner learners of French have any writing strategies?
Language Learning Journal, 35, 23–36.
(2010) The relationship between strategic behaviour and language learning success. In E. Macaro (Ed.),
Continuum companion to second language acquisition
(pp. 268–299). London: Continuum.
Manchón, R.M
(2011) 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.
Meara, P.M., & Milton, J.L
(2003) XLex: Swansea Vocabulary Levels Test (Version 2.02) [Computer software]. Swansea: Lognostics.
OFSTED (Office for Standards in Education) (
Robinson, P
(2001) Task complexity, task difficulty, and production: Exploring interaction in a componential framework. Applied Linguistics, 22, 27–57.
Roca de Larios, J., Murphy, L., & Manchón, R
(1999) The use of restructuring strategies in EFL writing: A study of Spanish learners of English as a foreign language. Journal of Second Language Writing, 8, 13–44.
Roca de Larios, J., Manchón, R., Murphy, L., & Marín, J
(2008) The foreign language writer’s strategic behaviour in the allocation of time to writing processes. Journal of Second Language Writing, 17, 30–47.
Santos, D., Graham, S., & Vanderplank, R
(2008) Second language listening strategy research: Methodological challenges and perspectives. Evaluation and Research in Education, 21, 111–133.
Swain, M
(1995) Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.),
Principles and practice in applied linguistics
(pp. 125–144). Oxford: Oxford University Press.
Way, D.P., Joiner, E.G., & Seaman, M.A
(2000) Writing in the FL classroom: The effects of prompts and tasks on novice learners of French. Modern Language Journal, 84, 171–184.
Cited by
Cited by 4 other publications
Abrams, Zsuzsanna
2016. Exploring collaboratively written L2 texts among first-year learners of German in Google Docs. Computer Assisted Language Learning 29:8 ► pp. 1259 ff. 
Guapacha Chamorro, Maria Eugenia & Luis Humberto Benavidez Paz
2017. Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model. PROFILE Issues in Teachers' Professional Development 19:2 ► pp. 101 ff.
Roca de Larios, Julio, Francisco Javier García Hernández & Yvette Coyle
2021. A theoretically-grounded classification of EFL children’s formulation strategies in collaborative
writing. Language Teaching for Young Learners 3:2 ► pp. 300 ff.
Ruiz-Funes, Marcela
2015. Exploring the potential of second/foreign language writing for language learning: The effects of task factors and learner variables. Journal of Second Language Writing 28 ► pp. 1 ff.
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.