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Arguing that tasks are primarily a resource to deploy interactions in the classroom, the present study uses a conversation analysis framework to investigate forms of talk resulting from the implementation of the task-based language teaching approach (TBLT) in the second language (L2) classroom. On the basis of three extracts selected from naturally occurring conversations between second semester beginners in French and their teacher as they are completing a comprehension task and a productiondoi:10.4236/ojml.2014.41010 fatcat:oi4q4p3trfbn3nbkifzlcy6hsq