Second Language Task Complexity

Researching the Cognition Hypothesis of language learning and performance

Editor
| Aoyama Gakuin University
HardboundAvailable
ISBN 9789027207197 | EUR 99.00 | USD 149.00
 
PaperbackAvailable
ISBN 9789027207203 | EUR 33.00 | USD 49.95
 
e-Book
ISBN 9789027290274 | EUR 99.00/33.00*
| USD 149.00/49.95*
 
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
Table of Contents
List of contributors
vii–viii
Acknowledgements
ix–x
Series editors’ preface to Volume 2
xi–xii
Part 1. Cognition, task complexity, language learning, and performance
Chapter 1. Second language task complexity, the Cognition Hypothesis, language learning, and performance
Peter Robinson
3–38
Chapter 2. Speech production and the Cognition Hypothesis
Judit Kormos
39–60
Chapter 3. Corpus-driven methods for assessing accuracy in learner production
Stefanie Wulff and Stefan Th. Gries
61–88
Part 2. Researching the effects of task complexity across task types and modes of L2 performance
Chapter 4. Task complexity and linguistic performance in L2 writing and speaking: The effect of mode
Folkert Kuiken and Ineke Vedder
91–104
Chapter 5. Manipulating task complexity across task types and modes
Roger Gilabert, Júlia Barón Parés and Mayya Levkina
105–138
Part 3. Researching the effects of task complexity on L2 interaction, modified output, and uptake
Chapter 6. Effects of task complexity and interaction 
on L2 performance
Marije C. Michel
141–174
Chapter 7. Task complexity, modified output, 
and L2 development 
in learner–learner interaction
Ana-Maria Nuevo, Rebecca Adams and Lauren Ross-Feldman
175–202
Chapter 8. Task complexity, uptake of recasts, and L2 development
Andrea Révész, Rebecca Sachs and Alison Mackey
203–236
Part 4. Researching the influence of learner characteristics and perceptions on simple and complex L2 task performance
Chapter 9. When individual differences come into play: The effect of learner creativity on simple and complex task performance
Agnes Albert
239–266
Chapter 10. Working memory capacity and narrative 
task performance
Judit Kormos and Anna Trebits
267–286
Chapter 11. Task complexity, language anxiety, and the development of the simple past
YouJin Kim and Nicole Tracy-Ventura
287–306
Chapter 12. Examining the influence of intentional reasoning demands on learner perceptions of task difficulty and L2 monologic speech
Tomohito Ishikawa
307–330
Author index
331–336
Subject index
337–346
“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.”
“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.”
Cited by

Cited by other publications

No author info given
2012. Publications Received. Language Teaching 45:4  pp. 535 ff. Crossref logo
No author info given
2013. BOOK REVIEW – ERRATUM. Studies in Second Language Acquisition 35:3  pp. 583 ff. Crossref logo
Abdi Tabari, Mahmoud
2019. Differential Effects of Strategic Planning and Task Structure on L2 Writing Outcomes. Reading & Writing Quarterly  pp. 1 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Bygate, Martin
2016. Sources, developments and directions of task-based language teaching. The Language Learning Journal 44:4  pp. 381 ff. Crossref logo
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. Crossref logo
De Knop, Sabine
2016. Keck, C., & Kim, Y. (2014). Pedagogical grammar.. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29:2  pp. 646 ff. Crossref logo
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. Crossref logo
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. The Language Learning Journal 44:4  pp. 451 ff. Crossref logo
García Mayo, María del Pilar & Agurtzane Azkarai
2016.  In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 241 ff. Crossref logo
Geeslin, Kimberly L.
2020.  In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53],  pp. 128 ff. Crossref logo
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 Crossref logo
Gilabert, Roger & Júlia Barón
2018.  In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 160 ff. Crossref logo
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. Crossref logo
Gurzynski-Weiss, Laura, Avizia Yim Long & Megan Solon
2017. TBLT AND L2 PRONUNCIATION. Studies in Second Language Acquisition 39:2  pp. 213 ff. Crossref logo
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. Crossref logo
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. Crossref logo
Kuiken, Folkert, Ineke Vedder, Alex Housen & Bastien De Clercq
2019. Variation in syntactic complexity: Introduction. International Journal of Applied Linguistics Crossref logo
Lee, Jiyong
2019. Task Complexity, Cognitive Load, and L1 Speech. Applied Linguistics 40:3  pp. 506 ff. Crossref logo
Li, Shaofeng
2018.  In Critical Reflections on Data in Second Language Acquisition [Language Learning & Language Teaching, 51],  pp. 33 ff. Crossref logo
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3  pp. 285 ff. Crossref logo
Manchón, Rosa M.
2014.  In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 27 ff. Crossref logo
Pallotti, Gabriele
2019. Assessing Tasks: The Case of Interactional Difficulty. Applied Linguistics 40:1  pp. 176 ff. Crossref logo
Payant, Caroline & Rachel Bright
2017. Technology-Mediated Tasks: Affordances Considered From the Learners’ Perspectives. TESOL Journal 8:4  pp. 791 ff. Crossref logo
Qiu, Xuyan
2019. Functions of oral monologic tasks: Effects of topic familiarity on L2 speaking performance. Language Teaching Research  pp. 136216881982902 ff. Crossref logo
SAITO, KAZUYA, PAVEL TROFIMOVICH & TALIA ISAACS
2016. Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels. Applied Psycholinguistics 37:2  pp. 217 ff. Crossref logo
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. Crossref logo
Sasayama, Shoko & John M. Norris
2019.  In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13],  pp. 95 ff. Crossref logo
Tavakoli, Parvaneh
2014.  In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 217 ff. Crossref logo
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. Crossref logo
Wu, Zhiwei
2019. Text characteristics, perceived difficulty and task performance in sight translation. Interpreting 21:2  pp. 196 ff. Crossref logo
Xing, Jiaxin & Shaoqian Luo
2019.  In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13],  pp. 153 ff. Crossref logo

This list is based on CrossRef data as of 30 january 2020. 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
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2011022620