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.

The chapter summarises the main arguments and evidence throughout the volume, presenting the case for a broad multidisciplinary perspective on defining, understanding and researching L2 fluency by considering fluency as a dynamic variable in language performance that interacts with cognitive factors as well as with external factors.Main points from research and practice are synthesised evaluating current insights into fluency across cognitive, interactional, pedagogic and assessment domains. We finish by identifying remaining gaps in our understanding of how fluency develops, and how combining research and practice is needed to help understand issues of real-life second language communication.