Empirical studies have revealed that teachers face problems when assessing task difficulty for their students. By drawing on research that focuses on how individuals assess what others know, we argue that these difficulties are a consequence of the imputation of one's own knowledge to others (i.e., social projection). In particular, we tested the…

In the present study, we examine the effects of prompts and recasts on the acquisition of two new and different grammar structures in a task-based learning environment. Sixty-four 14-year-old 9th grade students (low intermediate) learning German as a foreign language were randomly assigned to three conditions: two experimental groups (one…