ABSTRACT
The purpose of this chapter is to examine the similarities and differences between evaluation and research (specifically, second language acquisition (SLA) research). This is achieved by focusing on a particular type of task for teaching grammar — a consciousness-raising task. A framework for describing and evaluating tasks is provided and illustrated by an evaluation of a consciousness-raising task reported by Hoogwerf (1995). The use of tasks in SLA research is then discussed and illustrated with an account of a study based on a consciousness-raising task (Fotos and Ellis 1991). The similarities and differences between evaluation and research are considered in terms of purpose, planning, data collection, analysis and reporting. Finally, it is argued that task evaluations constitute a kind of action research and can inform task-based research in SLA.
