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  • 1 - The Psycholinguistics of Task-Based Performance

  • from Part I - The Rationale for Task-Based Language Teaching
  • Edited by Mohammad Javad Ahmadian, University of Leeds, Michael H. Long, University of Maryland, College Park
  • Book:
    The Cambridge Handbook of Task-Based Language Teaching
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 3-26

  • Summary

    This chapter explores how tasks connect with psycholinguistic perspectives. Two preliminary sections will explore the nature of learning (and the contrast between explicit and implicit approaches) and the general options available in task-based instruction (tasks themselves, and then task conditions). Then the two areas, learning and task-based instruction, will be related to one another, to explore whether a task-based approach is more consistent with explicit or implicit learning. The general conclusion is that a task-based approach is extremely flexible, and consistent with either. The chapter then moves on to consider second language task-based performance, and its measurement, describing and contrasting the Limited Attention Capacity Hypothesis and the Cognition Hypothesis/SSARC model.