Classroom Learning, Teaching, and Research: A Task‐Based Perspective
Abstract
In an increasing number of second language (L2) classrooms, teachers and researchers are taking on new roles and responsibilities. From these new perspectives, they are developing similar concerns about L2 learning processes, which they typically express in ways that reflect their different backgrounds and goals. To support learning, teaching, and research in the L2 classroom, researchers and teachers have attempted to develop activities that both address their concerns and accommodate their differences on a long‐term basis. This article reflects my participation as a researcher in this context and presents the ways in which the teachers and students with whom I have worked have turned to information gap tasks to serve many of our needs. The first part of the article describes the contributions of information gap tasks as seen from our learning, teaching, and research perspectives. The second part describes the issues and challenges we have faced in integrating and implementing them. Then the third part presents an approach that we have developed for designing information gap tasks both as authentic activities for teaching and learning and as reliable instruments for research. Examples of our tasks are provided, together with excerpts from the discourse of their classroom implementation. These excerpts reveal the effectiveness of the tasks in drawing students' attention to form, function, and meaning in ways that we considered vital to students' L2 learning.
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Apart from interlocutor characteristics, there are numerous task features that may impact interaction.
“Apart from interlocutor characteristics, there are numerous task features that may impact interaction (e.g.Doughty & Pica 1986;Robinson 2001;Pica 2005;Keck et al. 2006;Pica, Kang & Sauro 2006;Kim 2008;Tavakoli & Foster 2008;Jenks 2009;Kormos & Trebits 2012).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Pica 2005
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- Authors
- PICA, T.
- Affiliations
- University of Pennsylvania (US)
- Corresponding author
- PICA, TERESA
- Venue
- The Modern Language Journal
- Publisher
- Wiley
- Published
- 2005-08-22
- Volume
- 89
- Issue
- 3
- Pages
- 339-352
- ISSN
- 0026-7902 (ISSN-L)
- 1540-4781
- OpenAlex
- W2136044730
- Cited by
- 179
- References
- 64
- Citations by year
- 2026: 2 · 2025: 6 · 2024: 3 · 2023: 6 · 2022: 4 · 2021: 43 · 2020: 7 · 2019: 4 · 2018: 6 · 2017: 8 · 2016: 7 · 2015: 8 · 2014: 27 · 2013: 2 · 2012: 7
- FWCI
- 47.58
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Modern Language Journal (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- information-gap tasks, second language classroom, task-based language teaching, task design, teacher-researcher collaboration
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