Frontmatter -- Table of contents -- Foreword: New Frontiers in Task-Based Language Teaching Research -- Introduction: Recent Trends in Task-Based Language Teaching and Learning -- I. Cognitive-Interactionist Perspective -- 1. Task Repetition Effects on CAF in EFL Child Task-Based Oral Interaction -- 2. Using Formulaic Sequences to Measure Task Performance: The Role of Working Memory -- 3. Examining Timing and Type of Learner- Modified Output in Relation to Perception in Face-to-Face and Synchronous Task-Based Chat -- II. Sociocultural Theory Perspective -- 4. Dynamic Strategic Interaction Scenarios: A Vygotskian Approach to Focusing on Meaning and Form -- 5. Effects of L3 Learner Proficiency and Task Types on Language Mediation: A Sociocultural Perspective -- 6. Task-Based Language Teaching and Concept-Based Instruction -- III. Complexity Theory Perspective -- 7. Dynamic Systems Theory and the Issue of Predictability in Task-Based Language: Some Implications for Research and Practice in TBLT -- 8. Using Tasks to Teach Formulaic Sequences: Interindividual and Intraindividual Variation -- 9. From Social Tasks to Language Development: Coping with Historicity and Subjectivity -- IV. Pedagogic and Educational Perspective -- 10. "If It Is All About Tasks, Will They Learn Anything?" Teachers' Perspectives on Grammar Instruction in the Task-Oriented Classroom -- 11. The Challenge of Thinking Task-Based Teaching from the Learners' Perspectives - Developing Teaching Competences Through an Action Research Approach to Teacher Education -- 12. Teaching with Tasks in Primary School EFL Classrooms in Vietnam -- Index