this book, "researching pedagogic tasks," edited by martin bygate, peter skehan, and merrill swain, explores various aspects of tasks in second language learning, teaching, and testing. the book is divided into three parts: tasks and language processing, studies of tasks in language classrooms, and task-based approaches to testing. the first part includes chapters on the effects of task repetition on oral language, non-reciprocal tasks and comprehension, and the role of rules and routines in task-based language production. the second part focuses on task effects in language classrooms, including the role of collaborative dialogue in form focus, the teacher's role in linking form and meaning during task performance, and the impact of immediate task repetition on learner performance. the third part discusses task-based approaches to testing, covering task-based performance assessment, influences on performance in task-based oral assessments, and the characteristics and validity of task-based assessments. the book also includes an afterword by christopher n. candlin on taking the curriculum to task and an index. the contributors include experts in second language acquisition and language teaching. the book aims to provide a comprehensive understanding of the role of tasks in language learning and teaching, and their application in assessment. it is a valuable resource for researchers, teachers, and students in the field of second language education.this book, "researching pedagogic tasks," edited by martin bygate, peter skehan, and merrill swain, explores various aspects of tasks in second language learning, teaching, and testing. the book is divided into three parts: tasks and language processing, studies of tasks in language classrooms, and task-based approaches to testing. the first part includes chapters on the effects of task repetition on oral language, non-reciprocal tasks and comprehension, and the role of rules and routines in task-based language production. the second part focuses on task effects in language classrooms, including the role of collaborative dialogue in form focus, the teacher's role in linking form and meaning during task performance, and the impact of immediate task repetition on learner performance. the third part discusses task-based approaches to testing, covering task-based performance assessment, influences on performance in task-based oral assessments, and the characteristics and validity of task-based assessments. the book also includes an afterword by christopher n. candlin on taking the curriculum to task and an index. the contributors include experts in second language acquisition and language teaching. the book aims to provide a comprehensive understanding of the role of tasks in language learning and teaching, and their application in assessment. it is a valuable resource for researchers, teachers, and students in the field of second language education.