Part of
Cognitive Processing in Second Language Acquisition: Inside the learner's mindEdited by Martin Pütz and Laura Sicola
[Converging Evidence in Language and Communication Research 13] 2010
► pp. 243–268
Edited by Martin Pütz and Laura Sicola
[Converging Evidence in Language and Communication Research 13] 2010
► pp. 243–268
13. Situating and distributing cognition across task demands
The SSARC model of pedagogic task sequencing
Cited by (39)
Cited by 39 other publications
Abdi Tabari, Mahmoud & Julia Goetze
2024. Exploring the impacts of task complexity, anxiety, and self‐efficacy on L2 written production: Unraveling individual differences in TBLT. International Journal of Applied Linguistics 
Jin, Chaoyang & Jing Yan
2024. The effects of task complexity and task sequencing on L2 performance: a systematic review. The Language Learning Journal ► pp. 1 ff.
Tabari, Mahmoud Abdi, Xiaofei Lu & Yizhou Wang
2024. Mapping the associations among task complexity, emotionality, and linguistic complexity in L2 writing. Language Awareness ► pp. 1 ff.
Van den Branden, Kris, Matthew D. Coss, Roger Gilabert & Aleksandra Malicka
2024. Task design, needs analysis, and task sequencing. TASK. Journal on Task-Based Language Teaching and Learning 4:1 ► pp. 5 ff.
Chen, Tzu-Hua
2023. Dynamic fluctuations in foreign language enjoyment during cognitively simple and complex interactive speaking tasks. Studies in Second Language Learning and Teaching 13:3 ► pp. 627 ff.
Kim, Nayoung
2023. The effects of different task sequences on novice L2 learners’ oral performance in the classroom. Language Teaching Research 27:2 ► pp. 415 ff.
Morales Ruiz, Jenny
2023. Los reclamos por correo electrónico: efectos de la instrucción pragmática con enfoque por tareas en el español L2 Emails of complaints: the effects of task-based pragmatic instruction in L2 Spanish. Journal of Spanish Language Teaching 10:1 ► pp. 14 ff.
Ren, Wei, Yiman Wu & Yuchen Peng
2023. Effects of task complexity, task sequence, and interlocutor familiarity on Chinese EFL learners’ self-repair in synchronous online interaction. Language Teaching Research
Timpe-Laughlin, Veronika, Judit Dombi, Tetyana Sydorenko & Shoko Sasayama
2023. L2 learners’ pragmatic output in a face-to-face vs. a computer-guided role-play task: Implications for TBLT. Language Teaching Research
Xu, Ting Sophia & Lawrence Jun Zhang
2023. Effects of cognitive task complexity and online planning on second language learners’ argumentative writing. Frontiers in Psychology 14
Zhang, Weiwei & Aaron Wilson
2023. From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor?. Frontiers in Psychology 14
Abdi Tabari, Mahmoud & Minyoung Cho
2022. Task sequencing and L2 writing development: Exploring the SSARC model of pedagogic task sequencing. Language Teaching Research ► pp. 136216882210909 ff.
Allaw, Elissa
2021. A learner corpus analysis: Effects of task complexity, task type, and L1 & L2 similarity on propositional and linguistic complexity. International Review of Applied Linguistics in Language Teaching 59:4 ► pp. 569 ff.
Gokool, Roshni & Marianna Visser
2021. IsiZulu task-based syllabus for medical students: Grading and sequencing doctor-patient communication tasks. South African Journal of African Languages 41:2 ► pp. 149 ff.
Lambert, Craig, Scott Aubrey & Paul Leeming
2021. Task Preparation and Second Language Speech Production. TESOL Quarterly 55:2 ► pp. 331 ff.
Abdi Tabari, Mahmoud
2020. Differential Effects of Strategic Planning and Task Structure on L2 Writing Outcomes. Reading & Writing Quarterly 36:4 ► pp. 320 ff.
Barón, Júlia, M. Luz Celaya & Mayya Levkina
del Pilar García Mayo, María
2020. Research with implications for pedagogy and language policy. Language Teaching Research 24:5 ► pp. 559 ff.
Li, Shaopeng & Lianrui Yang
2020. N.Taguchi | Y.KimTask‐based approaches to teaching and assessing pragmatics. Amsterdam & Philadelphia: John Benjamins Publishing Company. x + 312 pp. ISBN: 978–9–027‐20091‐4. International Journal of Applied Linguistics 30:1 ► pp. 179 ff.
Malicka, Aleksandra
2020. The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing. Language Teaching Research 24:5 ► pp. 642 ff.
Yang, Weiwei & YouJin Kim
2020. The effect of topic familiarity on the complexity, accuracy, and fluency of second language writing
. Applied Linguistics Review 11:1 ► pp. 79 ff.
Lambert, Craig
2019. Tasks in L2 Syllabus Design. In Referent Similarity and Nominal Syntax in Task-Based Language Teaching, ► pp. 31 ff.
LAMBERT, CRAIG & GRACE ZHANG
2019. Engagement in the Use of English and Chinese as Foreign Languages: The Role of Learner‐Generated Content in Instructional Task Design. The Modern Language Journal 103:2 ► pp. 391 ff.
Andersen, Mette Skovgaard
2018. Grenzen und Möglichkeiten von Tasks im universitären Fremdsprachenunterricht. In Kommunikation und Technik, ► pp. 341 ff.
Levkina, Mayya
2018. Chapter 6. Developing pragmatic competence through tasks in EFL contexts. In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10], ► pp. 138 ff.
Rahimi, Muhammad & Lawrence Jun Zhang
2018. Effects of Task Complexity and Planning Conditions on L2 Argumentative Writing Production. Discourse Processes 55:8 ► pp. 726 ff.
Torres, Julio
2018. The Effects of Task Complexity on Heritage and L2 Spanish Development. The Canadian Modern Language Review 74:1 ► pp. 128 ff.
Mora, Joan C. & Mayya Levkina
2017. TASK-BASED PRONUNCIATION TEACHING AND RESEARCH. Studies in Second Language Acquisition 39:2 ► pp. 381 ff.
Solon, Megan, Avizia Y. Long & Laura Gurzynski-Weiss
2017. TASK COMPLEXITY, LANGUAGE-RELATED EPISODES, AND PRODUCTION OF L2 SPANISH VOWELS. Studies in Second Language Acquisition 39:2 ► pp. 347 ff.
Baralt, Melissa, Laura Gurzynski-Weiss & YouJin Kim
2016. 8. Engagement with the language. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 209 ff.
Gilabert, Roger, Rosa Manchón & Olena Vasylets
2016. Mode in Theoretical and Empirical TBLT Research: Advancing Research Agendas. Annual Review of Applied Linguistics 36 ► pp. 117 ff.
Gurzynski-Weiss, Laura
2016. Spanish instructors’ operationalisation of task complexity and task sequencing in foreign language lessons. The Language Learning Journal 44:4 ► pp. 467 ff.
Ziegler, Nicole
2016. Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production. Annual Review of Applied Linguistics 36 ► pp. 136 ff.
KIM, YOUJIN & NAOKO TAGUCHI
2015. Promoting Task‐Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity. The Modern Language Journal 99:4 ► pp. 656 ff.
Serafini, Ellen J. & Julio Torres
2015. The Utility of Needs Analysis for Nondomain Expert Instructors in Designing Task‐Based Spanish for the Professions Curricula. Foreign Language Annals 48:3 ► pp. 447 ff.
Ishikawa, Tomohito
2014. The Influence of Intentional Reasoning on EFL Fluency Using Tasks. In Exploring EFL Fluency in Asia, ► pp. 143 ff.
Mislevy, Robert J. & Richard P. Durán
2014. A Sociocognitive Perspective on Assessing EL Students in the Age of Common Core and Next Generation Science Standards. TESOL Quarterly 48:3 ► pp. 560 ff.
Jackson, Daniel O. & Sakol Suethanapornkul
2013. The Cognition Hypothesis: A Synthesis and Meta‐Analysis of Research on Second Language Task Complexity. Language Learning 63:2 ► pp. 330 ff.
Robinson, Peter
2011. Task‐Based Language Learning: A Review of Issues. Language Learning 61:s1 ► pp. 1 ff.
This list is based on CrossRef data as of 12 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.