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Cited by 179EFL/ESL Teaching and LearningSecond Language Learning and TeachingSecond Language Acquisition and Learning

The DOI matches its Crossref record; 64 of the 64 references it cites were found in a registry or an index.

Classroom Learning, Teaching, and Research: A Task‐Based Perspective

PICA, TERESA·2005·The Modern Language Journal
DOI 10.1111/j.1540-4781.2005.00309.x
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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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Show all 64 references

Research works printed but not linked: 15

  1. Boyd‐Kletzander R.(2000).Student responsibility in a whole language classroom.Unpublished doctoral dissertation University of Pennsylvania .
  2. Byrnes H., 2000, Form and meaning: Multiple perspectives, 125
  3. Crookes G., 1986, Task classification: A cross‐disciplinary review
  4. Harley B., 1998, Focus on form in classroom second language acquisition, 156
  5. Levin L., 1972, Comparative studies in foreign language teaching
  6. Long M., 1985, Input in second language acquisition, 377
  7. Long M., 1976, On TESOL '76, 137
  8. Pica T., 2004, Handbook on second language learning and teaching, 263
  9. Pica T., 1993, Tasks and language learning, 9
  10. Plough I., 1993, Tasks and language learning, 35
  11. Stone O., 1993, The joy luck club
  12. Swain M., 1985, Input in second language acquisition, 235
  13. Swain M., 1991, Foreign language acquisition and the classroom, 91
  14. Swain M., 1998, Focus on form in classroom second language acquisition, 64
  15. Williams J., 1998, Focus on form in classroom second language acquisition, 177

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Metadata

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
DOI
10.1111/j.1540-4781.2005.00309.x
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
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
Modern Language Journal (publishedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Linguistics and Language › 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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