While summarizing the main points, the concluding chapter revisits the bidimensional model of salience based on the study of Japanese discourse and its implications for RRG, which is followed by remarks on the findings in the study of L2 Japanese discourse. Overall, zero and topic coding of arguments and zero coding of predicates mostly pertain to backward-looking salience, while predicate-less repetitions in L1 discourse relate to the forward-looking dimension of salience. On the other hand, zero marking and post-predicate coding of arguments pertain to forward-looking salience, specifically to imposing non-salience. With these, the study provides abundant evidence for the RRG claim that discourse-pragmatics plays a role in virtually every part of grammatical systems. Furthermore, the analysis of both backward-looking and forward-looking salience demonstrates the bidirectional discourse–syntax interfaces, an important property of the parallel architecture theory, because the backward-looking and forward-looking dimensions are relevant to the discourse-to-syntax and syntax-to-discourse linking respectively.

Chapter 6 presents an educational perspective on TBLT. The chapter begins by summarizing general educational theories that support an approach to learning that emphasizes experience and ‘doing’ over knowing and ‘telling’ - such as that of Dewey (1938) - and recent work on complex skill acquisition and training. It then considers research that draws on educational accounts of the role of ‘engagement’ in task performance and learning and the importance of investigating learners’ perceptions of the tasks they perform as well as their actual performance.