This chapter explores the contrast between the effects on second language performance of tasks and task characteristics, on the one hand, and the conditions under which tasks are done, on the other. The first major section explores the evidence on this issue and proposes that the impact of conditions such as pretask planning, task repetition, and posttask activities is greater and more consistent than the impact of tasks and features such as time perspective or number of elements. The second major section explores the theoretical accounts that have been proposed regarding tasks and conditions. It is suggested that deductive accounts have, so far, only had limited success regarding the use of tasks, but that psycholinguistic models of speaking do provide a looser but more useful framework to account for the effects of conditions. It is also suggested that an important difference between tasks and conditions concerns the tension between constraint and flexibility in performance and that the flexibility provided by task conditions is an important component in the more dependable results they have generated. Finally, pedagogic implications are discussed linking task conditions to the methodological choices that are available to teachers.

中文翻译：

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任务与条件：任务研究的两种观点及其对教育学的影响

本章探讨了任务对第二语言表现和任务特征的影响之间的对比，一方面，另一方面，任务完成的条件。第一个主要部分探讨了关于这个问题的证据，并提出任务前计划、任务重复和任务后活动等条件的影响比任务和时间视角或元素数量等特征的影响更大、更一致。第二个主要部分探讨了关于任务和条件的理论说明。有人认为，到目前为止，演绎说明在任务使用方面的成功有限，但心理语言学模型确实提供了一个更松散但更有用的框架来解释条件的影响。还建议任务和条件之间的一个重要区别在于绩效约束和灵活性之间的张力，并且任务条件提供的灵活性是它们产生的更可靠结果的重要组成部分。最后，讨论了将任务条件与教师可用的方法选择联系起来的教学意义。