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In:Task-Based Language Learning – Insights from and for L2 Writing:
Edited by Heidi Byrnes and Rosa M. Manchón
[Task-Based Language Teaching 7] 2014
► pp. 53–77

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Reframing task performance

The relationship between tasks, strategic behaviour, and linguistic knowledge in writing

Published online: 14 November 2014
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https://doi.org/10.1075/tblt.7.03mac
Task-based research in the area of second language (L2) writing has begun to address learner-verbalized internal processes, but there is a need for much more understanding of how learners go about the process of composing during an L2 writing task and the factors that might influence that process. Task-based language teaching (TBLT) research in general has also focused somewhat obsessively on task completion and task outcomes, thereby neglecting the role that tasks can have in furthering language acquisition and skill development. This chapter contributes to the aims of Part 1 of this book by proposing that a useful way to remedy this situation is to examine both theoretically and empirically the relationship between tasks, strategic behaviour, and linguistic knowledge.
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Cited by six other publications

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2025. Young learners’ verbal reports of their writing strategies when composing an explanatory text in CLIL science. In Early Language Education in Instructed Contexts [Language Learning & Language Teaching, 62], ► pp. 160 ff. DOI logo
Roca de Larios, Julio, Francisco Javier García Hernández & Yvette Coyle
2021. A theoretically-grounded classification of EFL children’s formulation strategies in collaborative writing. Language Teaching for Young Learners 3:2 ► pp. 300 ff. DOI logo
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2017. Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model. PROFILE Issues in Teachers' Professional Development 19:2 ► pp. 101 ff. DOI logo
Göpferich, Susanne
2017. Cognitive Functions of Translation in L2 Writing. In The Handbook of Translation and Cognition, ► pp. 402 ff. DOI logo
Abrams, Zsuzsanna
2016. Exploring collaboratively written L2 texts among first-year learners of German in Google Docs. Computer Assisted Language Learning 29:8 ► pp. 1259 ff. DOI logo
Ruiz-Funes, Marcela
2015. Exploring the potential of second/foreign language writing for language learning: The effects of task factors and learner variables. Journal of Second Language Writing 28 ► pp. 1 ff. DOI logo

This list is based on CrossRef data as of 5 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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