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In:Broadening the Horizon of TBLT: Plenary addresses from the second decade of the International Conference on Task-Based Language Teaching
Edited by Martin East
[Task-Based Language Teaching 17] 2025
► pp. 183–211

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Chapter 10
How a processability perspective frames the potential of tasks in instructed second language acquisition

 | University of Innsbruck
Published online: 24 April 2025
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https://doi.org/10.1075/tblt.17.10len
Abstract
Processability Theory (PT) focuses on the nature of second language (L2) learners’ processing capacities to clarify the obstacles, achievements, and (some) systematic aspects of variation in L2 learning. In this chapter, I show that a processability perspective on tasks can contribute to our understanding of how both the universal and individual features of L2 development can be recognised in learners’ speech. I investigate speech samples of different learners completing the same task at different points in their language development and explore: (1) their use of different linguistic structures reflecting their developmental stage; (2) the variation in their use of linguistic structures at the same developmental stage; and (3) the variability in the vocabulary of different semantic domains covered by the learners. I show that a PT perspective on tasks in second language acquisition can empower teachers to nuance the design of learning activities to take account of different learning needs.
Article outline
  • Introduction
  • Theoretical background: Processability Theory
    • PT explains L2 developmental stages
    • PT explains learner variation within developmental stages
    • The Steadiness Hypothesis
  • Tasks and developmental stages
  • The Martian task
  • Development and variation in the Martian task: Morphology & syntax
    • Development Stage 2 learners
    • Development Stage 3 learners
    • Development Stage 5 learners
    • Learner variation: Stage 4 learners
  • Semantic domains addressed in the Martian task
    • The data
    • Semantic domains in the Martian task: Overview of results
    • Semantic domains: Stage 2 learners
    • Semantic domains: Stage 3 learners
    • Semantic domains: Stage 4 learners
    • Semantic domains: Stage 5 learners
  • Conclusion
  • Acknowledgements
  • Note
  • References
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