ABSTRACT
Susan Gass concludes her 1997 book Input, Interaction and the Language Learner with an epilogue-“Classroom implications and applications”— in which she makes a case for the role of tasks in harnessing input and interaction in the classroom. In this chapter, we take Gass’s 1997 epilogue as a springboard for exploring the range of roles tasks play in interactive learning, and a number of issues that are brought into focus by taking a closer look at “task” as a pedagogic construct.
