Affiliation:
1. University College London
Abstract
Abstract
This paper argues that TBLT researchers should dedicate more effort to investigating the cognitive processes in
which L2 learners engage during task work to facilitate theory-construction and to inform pedagogical practices. To help achieve
this, a review follows of various subjective (questionnaires, interviews, think-aloud/stimulated recall protocols) and objective
(dual-task methodology, keystroke-logging, eye-tracking) methods that are available to TBLT researchers to examine cognitive
processes underlying task-based performance. The paper concludes that, to obtain a more valid understanding of task-generated
cognitive processes, it is best to combine various methods to overcome the limitations of each. Finally, some methodological
recommendations are provided for future cognitively-oriented TBLT research.
Publisher
John Benjamins Publishing Company