Second Language Task Complexity
Researching the Cognition Hypothesis of language learning and performance
Editor
| Aoyama Gakuin University
Understanding how task complexity affects second language learning, interaction and spoken and written performance is essential to informed decisions about task design and sequencing in TBLT programs. The chapters in this volume all examine evidence for claims of the Cognition Hypothesis that complex tasks should promote greater accuracy and complexity of speech and writing, as well as more interaction, and learning of information provided in the input to task performance, than simpler tasks. Implications are drawn concerning the basic pedagogic claim of the Cognition Hypothesis, that tasks should be sequenced for learners from simple to complex during syllabus design. Containing theoretical discussion of the Cognition Hypothesis, and cutting-edge empirical studies of the effects of task complexity on second language learning and performance, this book will be important reading for language teachers, graduate students and researchers in applied linguistics, second language acquisition, and cognitive and educational psychology.
[Task-Based Language Teaching, 2] 2011. xii, 345 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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List of contributors
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vii–viii
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Acknowledgements
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ix–x
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Series editors’ preface to Volume 2
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xi–xii
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Part 1. Cognition, task complexity, language learning, and performance
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3–38
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39–60
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61–88
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Part 2. Researching the effects of task complexity across task types and modes of L2 performance
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91–104
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105–138
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Part 3. Researching the effects of task complexity on L2 interaction, modified output, and uptake
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141–174
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175–202
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203–236
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Part 4. Researching the influence of learner characteristics and perceptions on simple and complex L2 task performance
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239–266
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267–286
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287–306
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307–330
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Author index
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331–336
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Subject index
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337–346
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“This collection documents a broad spectrum of recent work motivated by the CH [Cognition Hypothesis] that seeks to inform theory and practice in task-based language teaching.
Each section offers unique perspectives on task complexity, establishing its relevance to L2 instruction. These insights from a range of experts add to the volume’s overall quality. This book should therefore find a wide audience among graduate students, language teachers, and researchers.”
Each section offers unique perspectives on task complexity, establishing its relevance to L2 instruction. These insights from a range of experts add to the volume’s overall quality. This book should therefore find a wide audience among graduate students, language teachers, and researchers.”
Daniel O. Jackson, University of Hawai'i at Manoa, in Studies in Second Language Acquisition 34(4): 692-693 (2012)
“This book is a timely contribution to the debate on task complexity and it also provides empirical evidence for the importance of task complexity in predicting L2 development. Most of the results reported in the different chapters are in line with Robinson’s CH [Cognition Hypothesis]. However, when the findings do not follow the predictions of the CH, the authors provide a critical discussion of their results and open new questions to the debate on task complexity and its operationalization. This book is a key reading not only for researchers in the field of applied linguistics or cognitive psychology, but also for teachers and those interested in educational psychology.”
Raquel Serrano, Universitat de Barcelona, in The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(3): 345-347 (2012)
Cited by
Cited by other publications
No author info given
2012. Publications Received.
Language Teaching 45:4 ► pp. 535 ff. 
No author info given
2013. BOOK REVIEW – ERRATUM.
Studies in Second Language Acquisition 35:3 ► pp. 583 ff.
No author info given
2021.
In Advancedness in Second Language Spanish [Issues in Hispanic and Lusophone Linguistics, 31],
Abdi Tabari, Mahmoud
2020. Differential Effects of Strategic Planning and Task Structure on L2 Writing Outcomes.
Reading & Writing Quarterly 36:4 ► pp. 320 ff.
Alexopoulou, Theodora, Marije Michel, Akira Murakami & Detmar Meurers
2017. Task Effects on Linguistic Complexity and Accuracy: A Large-Scale Learner Corpus Analysis Employing Natural Language Processing Techniques.
Language Learning 67:S1 ► pp. 180 ff.
Baten, Kristof & Gisela Håkansson
2015. THE DEVELOPMENT OF SUBORDINATE CLAUSES IN GERMAN AND SWEDISH AS L2S.
Studies in Second Language Acquisition 37:3 ► pp. 517 ff.
Bibauw, Serge, Thomas François & Piet Desmet
2019. Discussing with a computer to practice a foreign language: research synthesis and conceptual framework of dialogue-based CALL.
Computer Assisted Language Learning 32:8 ► pp. 827 ff.
Bygate, Martin
2016. Sources, developments and directions of task-based language teaching.
The Language Learning Journal 44:4 ► pp. 381 ff.
Bygate, Martin, John Norris & Kris Branden
2015.
In The Encyclopedia of Applied Linguistics,
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Byrnes, Heidi & Rosa M. Manchón
2014.
In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],
► pp. 1 ff.
Cumming, Alister
2020.
In Writing and Language Learning [Language Learning & Language Teaching, 56],
► pp. 29 ff.
De Knop, Sabine
2016. Review of Keck & Kim (2014): Pedagogical grammar.
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29:2 ► pp. 646 ff.
Delgar-Farrés, Gemma
2017. Approche multimodale de deux types de tâches orales réalisées de face à face et à distance en L3 (français).
Revista de Lingüística y Lenguas Aplicadas 12:1 ► pp. 23 ff.
García Mayo, Maria del Pilar & Ainara Imaz Agirre
2016. Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: an exploratory study.
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García Mayo, María del Pilar & Agurtzane Azkarai
2016.
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► pp. 241 ff.
Geeslin, Kimberly L.
2020.
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► pp. 128 ff.
Ghazi-Saidi, Ladan & Ana Ines Ansaldo
2017. Second Language Word Learning through Repetition and Imitation: Functional Networks as a Function of Learning Phase and Language Distance.
Frontiers in Human Neuroscience 11
Gilabert, Roger & Júlia Barón
2018.
In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],
► pp. 160 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.
Gurzynski-Weiss, Laura, Avizia Yim Long & Megan Solon
2017. TBLT AND L2 PRONUNCIATION.
Studies in Second Language Acquisition 39:2 ► pp. 213 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.
Kim, YouJin & Naoko Taguchi
2016. Learner-Learner Interaction During Collaborative Pragmatic Tasks: The Role of Cognitive and Pragmatic Task Demands.
Foreign Language Annals 49:1 ► pp. 42 ff.
Kuiken, Folkert, Ineke Vedder, Alex Housen & Bastien De Clercq
2019. Variation in syntactic complexity: Introduction.
International Journal of Applied Linguistics
Lambert, Craig, Scott Aubrey & Paul Leeming
2020. Task Preparation and Second Language Speech Production.
TESOL Quarterly
Lee, Jiyong
2019. Task Complexity, Cognitive Load, and L1 Speech.
Applied Linguistics 40:3 ► pp. 506 ff.
Li, Shaofeng
2018.
In Critical Reflections on Data in Second Language Acquisition [Language Learning & Language Teaching, 51],
► pp. 33 ff.
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition.
Language Teaching 51:3 ► pp. 285 ff.
Manchón, Rosa M.
2014.
In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],
► pp. 27 ff.
Nagai, Noriko, Gregory C. Birch, Jack V. Bower & Maria Gabriela Schmidt
2020.
In CEFR-informed Learning, Teaching and Assessment [Springer Texts in Education, ],
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Pallotti, Gabriele
2019. Assessing Tasks: The Case of Interactional Difficulty.
Applied Linguistics 40:1 ► pp. 176 ff.
Payant, Caroline & Rachel Bright
2017. Technology-Mediated Tasks: Affordances Considered From the Learners’ Perspectives.
TESOL Journal 8:4 ► pp. 791 ff.
Qiu, Xuyan
2020. Functions of oral monologic tasks: Effects of topic familiarity on L2 speaking performance.
Language Teaching Research 24:6 ► pp. 745 ff.
Robinson, Peter & Roger Gilabert
2019.
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SAITO, KAZUYA, PAVEL TROFIMOVICH & TALIA ISAACS
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Applied Psycholinguistics 37:2 ► pp. 217 ff.
Sasayama, Shoko
2013. Book review: M East, Task-based language teaching from the teachers’ perspective: Insights from New Zealand.
Language Teaching Research 17:4 ► pp. 506 ff.
Sasayama, Shoko & John M. Norris
2019.
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Serova, Tamara, Irina Perlova, Elena Pipchenko & Yuliya Chervenko
2020.
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Ting, Yen-Ling Teresa
2020.
In Examining Content and Language Integrated Learning (CLIL) Theories and Practices [Advances in Educational Technologies and Instructional Design, ],
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Wang, Zhan, Peter Skehan & Gaowei Chen
2019. The effects of hybrid online planning and L2 proficiency on video-based speaking task performance.
Instructed Second Language Acquisition 3:1 ► pp. 53 ff.
Wright, Clare
2021. Effects of task type on L2 Mandarin fluency development.
Journal of Second Language Studies 3:2
Wu, Zhiwei
2019. Text characteristics, perceived difficulty and task performance in
sight translation.
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Xing, Jiaxin & Shaoqian Luo
2019.
In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13],
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Zoghlami, Naouel
2020.
In Language learning and professionalization in higher education: pathways to preparing learners and teachers in/for the 21st century,
► pp. 37 ff.
This list is based on CrossRef data as of 08 january 2021. 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.
Subjects
Linguistics
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General