In this article we explore how oral and written modes may differentially influence processes involved in second language acquisition (SLA) in the context of task-based language teaching (TBLT). We first start by reflecting on the differences between spoken and written language. In what follows, we provide a general description of tasks in relation to the SLA processes. We then establish the links between the learning processes and task phases/features in the two modes. Concluding that the role of mode has been underresearched, we call for a more integrative and mode-sensitive TBLT research agenda, in which hybridness of discourse (i.e., mingling of the two modes within one communicative event/task) is taken into account.

中文翻译：

---

理论与实证 TBLT 研究模式：推进研究议程

在本文中，我们探讨了在任务型语言教学 (TBLT) 的背景下，口语和书面模式如何不同地影响第二语言习得 (SLA) 的过程。我们首先从反思口语和书面语之间的差异开始。在下文中，我们提供了与 SLA 流程相关的任务的一般描述。然后，我们在两种模式下建立学习过程和任务阶段/特征之间的联系。得出的结论是模式的作用尚未得到充分研究，我们呼吁制定一个更加综合和对模式敏感的 TBLT 研究议程，其中考虑到话语的混合性（即在一个交际事件/任务中混合两种模式）。