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

By T. Pica. 2005

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Critical issues in telecollaborative task design (2009, background): “Tasks and task-based learning have been identified as being one of the central elements of foreign language pedagogy and second language acquisition (SLA) research in recent years (Nunan, 2004; Pica, 2005).”
Interaction and instructed second language acquisition (2018, background): “Apart from interlocutor characteristics, there are numerous task features that may impact interaction (e.g. Doughty & Pica 1986; Robinson 2001; Pica 2005; Keck et al. 2006; Pica, Kang & Sauro 2006; Kim 2008; Tavakoli & Foster 2008; Jenks 2009; Kormos & Trebits 2012).”
Teacher‐ and Learner‐Led Discourse in Task‐Based Grammar Instruction: Providing Procedural Assistance for L2 Morphosyntactic Development (2008, background): “Tasks might also include content designed to heighten sensitivity to cultural perspectives within the L2 speech community and/or engage learners in problem-solving related to other academic subjects (National Standards in Foreign Language Learning Project, 1999; Pica, 2005).”
Collaborative and individual output tasks and their effects on learning English phrasal verbs (2010, background): “…of promoting such opportunities is through pedagogical tasks that encourage negotiation of meaning, while at the same time providing opportunities for feedback and attention to form (e.g. Ellis, 2003; Yuan & Ellis, 2003; Pica, 2005; Pica et al., 2006; Van den Branden, 2006; Samuda & Bygate, 2008).”