Arguing that tasks are primarily a resource to deploy interactions in the classroom, the present study uses a conversation analysis framework to investigate forms of talk resulting from the implementation of the task-based language teaching approach (TBLT) in the second language (L2) classroom. On the basis of three extracts selected from naturally occurring conversations between second semester beginners in French and their teacher as they are completing a comprehension task and a production task in situ, the study uncovers five types of interactions, respectively labeled the teaching interaction, the L1 to L2 how do you say exchange, the correctness interaction, the correction interaction and the repair exchange. Variations across types are apparent in the turn-taking system and in the sequential organization of the interactions. The variations are explained by referring to the characteristics of the two tasks as work plans, as well as to the contextual factors (i.e. the underlying activity and the classroom organization) that are put into place during the implementation of the tasks. Finally, the teaching implications of the study’s findings are discussed, arguing that this kind of research may be useful for teacher training purposes insofar as it provides classroom input to reflect upon the processes at play during TBLT implementation.
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