Engaging Learning Processes: Implications for the Use of Second Language Tasks

Abstract

To round out our discussion of the role of tasks in second language learning, we re-situate issues raised in this section in relation to broader conceptualisations of learning in two ways. In this, we:

• revisit aspects of learning and problem-solving;

• revisit issues of general learning processes.

In both cases, we then narrow the focus again to:

• highlight key factors in understanding ways that tasks can relate to second language learning,

first, by revisiting aspects of learning and problem-solving; and second, by revisiting the issue of general learning processes. In both cases, we narrow the focus again to highlight key factors in understanding ways in which tasks can relate to second language learning.