The Role of the Learner in Task Performance and Acquisition: Evidence from New and Emerging Perspectives

Abstract Research on the role of the learner in TBLT focuses on learners' affective and conative states during tasks, addressing questions such as how these states come about, how they relate to other variables of interest, and how they impact learners' language use, acquisition, and experience on tasks. This special issue of TESOL Quarterly brings together recent empirical studies, which draw on new and emerging theories and methods to advance the agenda of research on the role of the learner in TBLT.