Marije Michel

Assessing pragmatic performance is crucial in second language (L2) pedagogy, and it has recently gained attention within task-based research. Current studies commonly employ holistic or analytic rating scales to evaluate pragmatic performance, yet the reliability and interpretive consistency of such ratings remain debatable. This study proposes a refined approach by distinguishing between dimension-specific holistic ratings and quantitative index-based measures. It also introduces the concepts of pragmatic complexity and pragmatic accuracy to examine task-based pragmatic outcomes. Thirty-seven Czech L2 learners of English completed a simple and a complex decision-making task designed to elicit suggestion speech acts. In line with the Cognition Hypothesis, these tasks varied in cognitive complexity as reflected in the number of elements and reasoning demands. Raters used dimension-specific holistic rubrics to provide scores for pragmatic accuracy and complexity. Complementary indices—ratios of suggestion types and inaccuracies relative to total suggestions—yielded empirically derived indicators of pragmatic performance. Findings indicate that fine-grained, analytic ratings can capture aspects of pragmatic performance that more global assessments may overlook. Moreover, increased cognitive task demands may direct learners’ attentional resources in ways that facilitate improved pragmatic performance. The study concludes with implications for task design and multi-method approaches to L2 pragmatic assessment.

This interview with Marije Michel, Professor of Second Language Acquisition at the University of Groningen, explores key developments and challenges in Task-Based Language Teaching (TBLT). Drawing on her extensive experience in both research and practice, Michel discusses the integration of psycholinguistic constructs in task design, drawing examples from priming effects in written and oral interaction. She also emphasizes the importance of researching task sequences and post-task reflection as key sites of language development and describes some challenges of implementing TBLT across diverse educational contexts. Michel’s insights highlight the evolving nature of TBLT as it adapts to technological innovations while maintaining its core principles of meaningful communication and learner empowerment. The interview also highlights contemporary issues in (task-based) language education, including the research-practice relationship, the potential role of artificial intelligence in language learning, and the need for more inclusive approaches to language teaching research. We conclude with perspectives on future directions for TBLT, particularly emphasizing the importance of longitudinal research and teacher development in advancing the field, as well as highlighting unique features of the 11th International Conference on Task-Based Language Teaching in Groningen, NL (April 2–4, 2025).

When learning a third language (L3), the first language (L1) and the second language (L2) can influence the acquisition of the L3 (transfer). According to the Typological Primacy Model, which language (L1 and/or L2) has the stronger influence on the L3 depends on language learners’ perception of the linguistic distance (psychotypology) between the languages in question (Kellerman, 1983; Rothman, 2011). Learners of Dutch as L3 in the German and English language areas can often fall back on both German and English during transfer. We used an online questionnaire to investigate how German-speaking learners (N = 61), English-speaking learners (N = 28) and first language speakers (N = 81) of Dutch perceive the linguistic or typological distance between Dutch, German and English, and which factors play a role in this. The results show that all three groups perceive German as more closely related to Dutch and that this perception is mostly related to the vocabulary of the languages. In connection with the Typological Primacy Model, we can predict that German is the language that has the stronger influence on Dutch among German-speaking and English-speaking learners. For Dutch education in the German and English language areas, this means that German should occupy a central place.

Purpose: This case study aims to explore the outcomes of two Lesson Study (LS) cycles involving four teachers of English for Academic Purposes (EAP) in the Netherlands, focusing on task-based language pedagogy. Design/methodology/approach: Using LS, teachers engaged in a Plan-Observe-Analyse-Evaluate cycle to address the unique needs of highly educated newcomers. Initially, teachers received input on task-based pedagogy and redesigned materials for specific learner groups. One teacher taught while others observed, and student feedback was collected. Post-lesson, teachers and the More Knowledgeable Other (MKO) discussed improvements, repeating the process the following week. Qualitative analyses of audio recordings, classroom observations, task designs and student feedback identified critical moments in the LS cycle. Findings: Findings indicate that the task-based approach, task design and classroom implementation offered by LS helped to improve teachers’ professionalism: The LS cycle made teachers aware of task difficulty and clarity relative to student proficiency and interests, leading to adaptations for high, average and low-achieving students. It shifted teachers’ focus from “how to teach” to understanding student needs, revealing that low performance may stem from personal traits rather than proficiency. The process also underlined the additional care needed for vulnerable students facing challenges like long commutes from asylum seeker centres. Practical implications: This study highlights the transformative potential of the LS model in enhancing task design, teaching practices and teacher development through collaboration, reflection and student-centred approaches. Teachers should adapt tasks collaboratively to accommodate diverse student needs, focusing on accessibility, engagement and emotional well-being, particularly in mixed-ability and vulnerable student groups. Real-time adjustments based on classroom experiences, combined with understanding students’ emotional challenges, can foster better outcomes. Future research could explore the long-term impacts of adaptive teaching on student engagement, confidence and performance as well as the integration of emotional support into teaching strategies for vulnerable learners. Originality/value: This study contributes to understanding the effectiveness of LS in task development and improvement as well as professional development. It highlights implications for teacher training and task design in EAP contexts.

With a forward‐looking and problem‐solving mindset, this article aims to combine theoretical knowledge and empirical evidence from different schools of thought in the field of second language (L2) learning and teaching—namely, instructed second language acquisition, generative linguistics, and an ecological perspective that includes multiple frameworks. Acknowledging numerous fundamental differences in our theoretical and methodological perspectives on how to conduct research, we are united on two fronts: First, we believe that researchers with differing theoretical commitments can and should work together to advance L2 research. Second, differing theoretical beliefs are potentially of limited relevance to those who will implement our pedagogical suggestions, that is, practitioners. In this article, we first present our individual perspectives regarding L2 learning and teaching (Perspective 1 by Michel and Sato, Perspective 2 by Alexopoulou, and Perspective 3 by Thorne and Hellermann). In the final section of the article, we unite our voices by prioritizing the educational practices upon which we agree, including the fact that all L2 learners bring their individual backgrounds into the classroom, the necessity of L2 use for L2 learning, and the role of L2 education for people's overall quality of life.