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Introduction Maria del Pilar Garcia Mayo (Universidad del Pais Vasco,Spain) 1. Criteria for classifying and sequencing pedagogic tasks PeterRobinson (Aoyama Gakuin University, Japan) 2. Information distribution andgoal orientation in second language task design Craig P. Lambert and SteveEngler (University of Kitakyushu, Japan) 3. The simultaneous manipulation oftask complexity along planning time and [+/- Here-and-Now]: Effects on L2oral production Roger Gilabert (Universitat Ramon Llull, Spain) 4. Tasks,negotiation and L2 learning in a foreign language context Marisol FernandezGarcia (Northeastern University, USA) 5. Attention to form acrosscollaborative tasks by low-proficiency learners in an EFL setting - AnaAlegria de la Colina ( Universidad de Cantabria, Spain) and Maria del PilarGarcia Mayo (Universidad del Pais Vasco, Spain) 6. Cognitive task complexityand linguistic performance in French L2 writing Folkert Kuiken and InekeVedder (Amsterdam Center for Language and Communication) 7. The effect ofmanipulating task complexity and the [+/- Here-and-Now] dimension on L2written narrative discourse - Tomohito Ishikawa (Aoyama Gakuin University,Japan) 8. Writing tasks: The effects of collaboration - Neomy Storch andGillian Wigglesworth (University of Melbourne, Australia) 9. L2 vocabularyacquisition and reading comprehension: The influence of task complexity ElkePeters (K.U. Leuven, Belgium) 10. Task-effect on the use of lexicalinnovation strategies in interlanguage communication Elsa Gonzalez Alvarez(Universidad de Santiago de Compostela, Spain) 11. Fostering EFL learners'awareness of requesting through explicit and implicit consciousness-raisingtasks Eva Alcon Soler (Universitat Jaume I, Spain) 12. Interactive taskdesign: Metachat and the whole learner - Marie-Noelle Lamy (Open University,UK) Index