TBLT and L2 Pronunciation (original) (raw)

Abstract

Decades of research on task-based language teaching and learning (TBLT) have demonstrated that tasks may encourage second/foreign language (L2) development by providing conditions for cognitive processes and social interactions that facilitate L2 acquisition (e.g., Long, 2015; Robinson, 2011; Skehan, 2014; for alternative, noncognitive viewpoints on TBLT, see Jackson & Burch, 2017). Specifically, manipulating task features has been shown to draw learners' attention to target forms within meaningbased interaction; to encourage automatization and fluency of target structures; and to promote use of more accurate, varied, and/or complex forms. However, most research examining the facilitative role of tasks and task features thus far has focused on tasks that center on grammatical or lexical structures, or even pragmatics (Plonsky & Kim, 2016). To date, there is a lack of systematic investigation into the role of tasks and task manipulation in promoting opportunities for the development of L2 pronunciation, an important aspect of L2 acquisition and communicative competence. In fact, despite recognition that the theoretical rationale for TBLT includes pronunciation (Ellis, 2009) The authors would like to thank the SSLA editors, board, and editorial assistants for their guidance on this thematic issue; the contributors for their enthusiasm for this idea from the very beginning; external reviewers for their insightful suggestions; and the audience members who attended our colloquium at TBLT 2015. Finally, we would like to thank YouJin Kim for providing feedback on an earlier draft of this introduction. Any remaining oversights are ours.

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