Centring register in task-based language teaching
Janire Zalbidea will examine the significance of the lesser-examined construct of ‘register’ within the context of ongoing discussions about task complexity frameworks in task-based language teaching.
Centring register in task-based language teaching
15 May 2025, 15:00 – 16:30
Within task-based language teaching (TBLT), much effort has been dedicated to researching and theorising about sources of cognitive task demands, given their role in language learning processes and outcomes.
In this seminar, Dr Zalbidea will examine the significance of the lesser-examined construct of ‘register’ within the context of ongoing discussions about task complexity frameworks. To illustrate this, she will present empirical data from a recent project that examined second and heritage language learners’ writing performance in two tasks designed to elicit less vs. more formal registers: the “Email to Friend” and “Letter to Dean” tasks. Both tasks were on the topic of studying abroad, but familiarity and power hierarchy levels between addresser and addressee were tailored to prompt different register variations.
Learners’ texts showed greater linguistic complexity in the more formal “Letter to Dean” task, which was also broadly perceived as more cognitively taxing than the less formal “Email to Friend” task. She will discuss findings with regard to how research focusing on register can help advance TBLT theory and pedagogy.
This event will be particularly useful for researchers.
Related links
- Centre for Applied Linguistics Research Seminars Series
- Centre for Applied Linguistics
- Department of Culture, Communication and Media
Image
Jason Leung on Unsplash.
Dr Janire Zalbidea
Assistant Professor in the School of Modern Languages, Literatures and Cultures
Maynooth University
Her research agenda broadly centres on second and heritage language acquisition and pedagogy, including task-based learning in the classroom and linguistic development in international mobility contexts, with a strong emphasis on student individual differences.
Further information
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