Tasks in Second Language Learning aims to bring more fully into debate the holistic nature of language learning, which tasks are one way of achieving, and to outline the research implications of this perspective. It sets language learning tasks within a broad educational and social science perspective, with a consistent focus on the principles and practices of their use in the language classroom. The authors review and examine previous research from a pedagogic perspective, before exploring the theoretical and practical classroom issues which language learning tasks give rise to. This forms the basis for the development of a research agenda focusing on classroom-based practice. Throughout, the book maintains a clear enquiring stance towards the principles and practices of the use of tasks for language learning. Using case study data, illustrative materials, transcript data, and close analyses of published research studies, it provides ample and lively illustration of the contributions of a range of specialists in research, teaching methodology and materials development, and of the authors' own argument.