1st Edition

The Role of the Learner in Task-Based Language Teaching Theory and Research Methods

Edited By Craig Lambert, Scott Aubrey, Gavin Bui Copyright 2023
    238 Pages 7 B/W Illustrations
    by Routledge

    238 Pages 7 B/W Illustrations
    by Routledge

    This comprehensive, forward-looking text is the first holistic research overview and practical methods guide for researching the role that affective and conative factors play in second language learners’ task performance and language acquisition. It provides a long overdue update on the role of the learner in task-based language teaching (TBLT).

    The book brings together theoretical background and major constructs, established and innovative methodological and technological tools, cutting-edge findings, and illuminating suggestions for future work. A group of expert scholars from around the world synthesize the state of the art, detail how to design and conduct empirical studies, and authoritatively set the agenda for future work in this critical, emerging area of language learning and instructional design.

    With a variety of helpful features like suggested research, discussion questions, and recommended further readings, this will be an invaluable resource to advanced students and researchers of second language acquisition, applied linguistics, psychology, education, and related areas.

    List of Contributors


    Jean-Marc Dewaele


    1. The Role of the Learner in Task-Based Language Teaching

              Craig Lambert, Scott Aubrey and Gavin Bui

    Part 1: Theory

    2. Personal Investment in TBLT

      Craig Lambert

    3. Willingness to Communicate in TBLT

      Scott Aubrey and Tomoko Yashima

    4. Emotions in TBLT

      Haydab Almukhaild and Jim King

    5. Engagement in TBLT

      Phil Hiver and Janice Wu

    6. Engagement in Technology-Mediated TBLT

      George Fredrik Smith and Nicole Ziegler

      Part 2: Research Methods

    7. Discourse Analytic Methods

      Craig Lambert and Scott Aubrey

    8. The Idiodynamic Method

      Peter D. MacIntyre

    9. Non-Verbal Behavioural Methods

      Tammy Gregersen

    10. Psychophysiological Methods

      Craig Lambert

    11. Measuring Affective Working Memory

      Zhisheng (Edward) Wen, Mark Feng Teng and Lili Han


    12. Future Research on the Role of the Learner in TBLT

              Scott Aubrey, Craig Lambert and Gavin Bui


    Peter Skehan



    Craig Lambert is Associate Professor of Applied Linguistics and TESOL at Curtin University in Perth, Australia.

    Scott Aubrey is Assistant Professor in the Department of Curriculum and Instruction, Faculty of Education, at The Chinese University of Hong Kong.

    Gavin Bui is Associate Professor of Applied Linguistics at The Hang Seng University of Hong Kong. He also serves as Co-Editor of the Asian Journal of English Language Teaching.

    "In The Role of the Learner in Task-Based Language Teaching the editors Lambert, Aubrey, and Bui draw skillfully on diverse research perspectives to integrate the 'affective turn' in language education with the vibrant area of task-based language teaching. The result is a compelling and timely contribution to an exciting field!"

    Bonny Norton, The University of British Columbia, Canada

    "The Role of the Learner in Task-Based Language Teaching is a much-needed addition to the growing body of work on task-based teaching. It draws on the expertise of leading authors in the field to provide a comprehensive and readable account of how affective factors influence the way learners perform tasks both negatively and positively. It will become a must-read for anyone interested in the development of task-based teaching."

    Rod Ellis, Curtin University, Australia

    "The Role of the Learner in Task-Based Language Teaching offers a wide variety of perspectives on recent conceptualizations and research on the role of affective factors in second language learning. This pioneering volume provides language teachers and researchers with novel insights into how learners’ engagement with language learning tasks can be enhanced."

    Judit Kormos, Lancaster University, UK