Theorizing language development at the intersection of ‘task’ and L2 writing
-
Heidi Byrnes
Abstract
The chapter argues that advantageous synergies between task and L2 writing can come about through a bidirectional link between them that recovers existing shared interests and discovers new commonalities. It suggests that a multiple literacies orientation that focuses on textual meaning-making might help create the needed platform for addressing fundamental concerns in both areas regarding L2 learning, L2 development over long instructional periods, and pressing educational issues in a global world, particularly with regard to attaining advanced ability levels. On the one hand, this involves an expansion of the notion of task, made possible through a meaning-oriented theory of language; on the other hand, the introduction of ‘task’ offers an advantageous focus for both writing research and practice. Taking a historical perspective and focusing on the central construct of complexity, the chapter first probes the presence in TBLT and writing theorizing and research of a textual meaning orientation. Thereafter it addresses issues in the language studies field that a synergistic link between these two areas that embraces a textual and meaning focus might usefully address in the interest of language teaching and learning. It concludes with brief comments on how such an approach repositions assessment and how it relates to the call for the development of symbolic competence in the era of multilingualism and globalization.
Abstract
The chapter argues that advantageous synergies between task and L2 writing can come about through a bidirectional link between them that recovers existing shared interests and discovers new commonalities. It suggests that a multiple literacies orientation that focuses on textual meaning-making might help create the needed platform for addressing fundamental concerns in both areas regarding L2 learning, L2 development over long instructional periods, and pressing educational issues in a global world, particularly with regard to attaining advanced ability levels. On the one hand, this involves an expansion of the notion of task, made possible through a meaning-oriented theory of language; on the other hand, the introduction of ‘task’ offers an advantageous focus for both writing research and practice. Taking a historical perspective and focusing on the central construct of complexity, the chapter first probes the presence in TBLT and writing theorizing and research of a textual meaning orientation. Thereafter it addresses issues in the language studies field that a synergistic link between these two areas that embraces a textual and meaning focus might usefully address in the interest of language teaching and learning. It concludes with brief comments on how such an approach repositions assessment and how it relates to the call for the development of symbolic competence in the era of multilingualism and globalization.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Series editors’ preface to volume 7 ix
- Task-based language learning 1
-
PART I. Tenets, methods, and findings in task-oriented theory and research: The case of writing
- The internal dimension of tasks 27
- Reframing task performance 53
- Theorizing language development at the intersection of ‘task’ and L2 writing 79
-
PART II. Empirical findings
- Task repetition and L2 writing development 107
- Planning and production in computer-mediated communication (CMC) writing 137
- Task complexity and linguistic performance in advanced college-level foreign language writing 163
- Differences across modalities of performance 193
- Storyline complexity and syntactic complexity in writing and speaking tasks 217
- Linking task and writing for language development 237
-
PART III. Coda
- Task, task performance, and writing development 267
- About the contributors 301
- Author index 305
- Subject index 309
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Series editors’ preface to volume 7 ix
- Task-based language learning 1
-
PART I. Tenets, methods, and findings in task-oriented theory and research: The case of writing
- The internal dimension of tasks 27
- Reframing task performance 53
- Theorizing language development at the intersection of ‘task’ and L2 writing 79
-
PART II. Empirical findings
- Task repetition and L2 writing development 107
- Planning and production in computer-mediated communication (CMC) writing 137
- Task complexity and linguistic performance in advanced college-level foreign language writing 163
- Differences across modalities of performance 193
- Storyline complexity and syntactic complexity in writing and speaking tasks 217
- Linking task and writing for language development 237
-
PART III. Coda
- Task, task performance, and writing development 267
- About the contributors 301
- Author index 305
- Subject index 309
