Exploring task-based cognitive processes

Abstract This paper argues that TBLT researchers should dedicate more effort to investigating the cognitive processes in which L2 learners engage during task work facilitate theory-construction and inform pedagogical practices. To help achieve this, a review follows of various subjective (questionnaires, interviews, think-aloud/stimulated recall protocols) objective (dual-task methodology, keystroke-logging, eye-tracking) methods are available examine underlying task-based performance. The concludes that, obtain valid understanding task-generated processes, it is best combine overcome limitations each. Finally, some methodological recommendations provided for future cognitively-oriented research.