This study contributes to the field of corpus-based language teaching and learning by analyzing interactions observed while learners engaged with tasks requiring the use of corpus tools in two sections of a university level Spanish L2 content course. Tasks-as-process (i.e., real-time interactions between learners and materials) were analyzed for (1) divergence from teacher's intent (the task-as-workplan), (2) completion, (3) off-task behavior, and (4) L1 use. Learners showed a relative fidelity to the task-as-workplan. Difficulties completing tasks were due to difficulties hypothesizing about language use. Off-task behavior was motivated by learners’ social relationships. The L1 was used to explore language and to socialize. In general, this data illustrates that corpus-based tasks do generate communication, exploration, and engagement in the L2 classroom.

中文翻译：

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在西班牙语 L2 课堂中探索任务即过程：基于语料库的任务能否促进语言探索、语言使用和参与？

本研究通过分析学习者在大学水平的西班牙语 L2 内容课程的两个部分中从事需要使用语料库工具的任务时观察到的交互，为基于语料库的语言教学和学习领域做出贡献。任务即过程（即学习者和材料之间的实时交互）被分析为（1）偏离教师意图（任务即工作计划），（2）完成，（3）任务外行为，以及(4)L1使用。学习者表现出对任务即工作计划的相对忠诚度。完成任务的困难是由于难以假设语言使用。学习者的社会关系激发了任务外行为。L1 用于探索语言和社交。总的来说，这些数据说明基于语料库的任务确实会产生交流、探索、