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Research in SLA indicates that the processes which occur during meaning-based conversation may be helpful in learning a second language. Carrying out specific communicative tasks to produce these processes can create an environment in which learners can focus on specific linguistic forms in a meaning-based context. "This article describes a series of communicative tasks designed for use by learners of Thai as a second or foreign language and reports on a study that
tested the tasks’ effectiveness" (McDonough and Mackey, 2000).

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Can conversational tasks be designed to promote negotiation (discussion of meaning) and recasts (rephrasing language) that involve Targeted Linguistic Forms?

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The Thai learners were tasks with completing three types of tasks:
1. Picture Drawing: An "Information Gap" activity where one speaker describes a photo while the other draws it
2. Picture Difference: A "Jigsaw" activity where both speakers share info while working towards the same goal
3. Story Sequencing: Another "jigsaw" activity, but there are many possible results

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In the Thai classroom reviewed by this study, the primary Targeted Linguistic Form was noun classifiers, specifically when used with numbers and nouns. The tasks additionally targeted the Linguistic Form of questions.

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How crucial is(are) the Targeted Linguistic Form(s) for completing the given tasks?

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How crucial is(are) the Targeted Linguistic Form(s) for completing the given tasks?

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1. Task Natural - the targeted linguistic form can occur often and naturally while performing the task, but the task can reasonably be completed without it
2. Task Utility - completing the task without using the targeted linguistic form is possible but would be difficult and time-consuming
3. Task Essential - the targeted linguistic form is essential for completing the given task

A control test of the task with native speakers of Thai showed that noun classifiers were Task Utility, while questions were only Task Natural.

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During the tasks:
- 92 episodes of recasts and negotiation
- 23% of those episodes included the Targeted Linguistic Form of noun classifiers
- none of these episodes involved questions

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Potential Issues with Implementing SLA Tasks

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Potential Issues with Implementing SLA Tasks

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1. Learners may intentionally avoid using difficult forms (even when they recognize that said forms are necessary for the language they are producing). For example, in one case in this study, both interlocutors in one dyad avoided using noun classifiers altogether (even when it was contextually appropriate/necessary to do so).
2. Learners may provide/incorporate incorrect feedback. In one case in this study, learner A could not provide the correct noun classifier for a word. Learner B suggested that they use "chud" even though it was not correct; learner A agreed and the dyad continued to use the incorrect form.
3. Learners may not make the effort to modify their output when breakdowns in communication arise. They may simply move on to the next part of the task without resolving the miscommunication.

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While the instructor cannot usually monitor all conversations at once, they should look out for the potential issues mentioned in the previous point. In these aforementioned cases, it may be productive for the students to receive immediate guidance from the instructor. Even in cases where the students "notice the gap" (Schmidt and Froda 1986), they may not be able to bridge said gap without teacher assisstance.

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The results of this study indicate that tasks can in fact be created to facilitate the use and renegotiation of linguistic forms. Such tasks when designed effectively help learners focus on particular forms while still practicing real, meaning-based communication.
However, designing these tasks effectively can be difficult; in this study the tasks only effectively promoted one linguistic form (noun classifiers) and this form was only renegotiated 23% of the time that renegotiations took place.