Second Language Task Complexity

Researching the Cognition Hypothesis of language learning and performance

| Aoyama Gakuin University
ISBN 9789027207197 | EUR 99.00 | USD 149.00
ISBN 9789027207203 | EUR 33.00 | USD 49.95
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
Series editors’ preface to Volume 2
Part 1. Cognition, task complexity, language learning, and performance
Chapter 1. Second language task complexity, the Cognition Hypothesis, language learning, and performance
Peter Robinson
Chapter 2. Speech production and the Cognition Hypothesis
Judit Kormos
Chapter 3. Corpus-driven methods for assessing accuracy in learner production
Stefanie Wulff and Stefan Th. Gries
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
Chapter 5. Manipulating task complexity across task types and modes
Roger Gilabert, Júlia Barón Parés and Mayya Levkina
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
Chapter 7. Task complexity, modified output, 
and L2 development 
in learner–learner interaction
Ana-Maria Nuevo, Rebecca Adams and Lauren Ross-Feldman
Chapter 8. Task complexity, uptake of recasts, and L2 development
Andrea Révész, Rebecca Sachs and Alison Mackey
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
Chapter 10. Working memory capacity and narrative 
task performance
Judit Kormos and Anna Trebits
Chapter 11. Task complexity, language anxiety, and the development of the simple past
YouJin Kim and Nicole Tracy-Ventura
Chapter 12. Examining the influence of intentional reasoning demands on learner perceptions of task difficulty and L2 monologic speech
Tomohito Ishikawa
Author index
Subject index
“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

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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
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2016.  In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 241 ff. Crossref logo
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2020.  In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53],  pp. 128 ff. Crossref logo
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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
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2018.  In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 160 ff. Crossref logo
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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
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This list is based on CrossRef data as of 16 november 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 & Metadata
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2011022620 | Marc record