This chapter discusses how the Cognition Hypothesis can be applied in the study of L2 speech production. The paper presents a bilingual model of speech production, which also incorporates psycholinguistic processes involved in dialogic interactions, and discusses how attention is allocated in producing L1 and L2 speech. It is then argued that the Cognition Hypothesis can be supported by theoretical considerations and empirical findings from the psycholinguistic study of speech production. The chapter shows how tasks increasing in complexity along resource-directing dimension can enhance second language learning through the extension of the L2 conceptuals system, which in turn triggers lexical, syntactic and morphological development by driving learners to make new form-meaning connections and by providing practice opportunities.
2021. The Cambridge Handbook of Task-Based Language Teaching,
Awwad, Anas & Parvaneh Tavakoli
2022. Task complexity, language proficiency and working memory: Interaction effects on second language speech performance
. International Review of Applied Linguistics in Language Teaching 60:2 ► pp. 169 ff.
DECLERCK, MATHIEU & JUDIT KORMOS
2012. The effect of dual task demands and proficiency on second language speech production. Bilingualism: Language and Cognition 15:4 ► pp. 782 ff.
2021. Performance Profiles on Second Language Speaking Tasks. The Modern Language Journal 105:1 ► pp. 371 ff.
Préfontaine, Yvonne & Judit Kormos
2015. The Relationship Between Task Difficulty and Second Language Fluency in French: A Mixed Methods Approach. The Modern Language Journal 99:1 ► pp. 96 ff.
2020. Functions of oral monologic tasks: Effects of topic familiarity on L2 speaking performance. Language Teaching Research 24:6 ► pp. 745 ff.
2022. Picture or non-picture? The influence of narrative task types on lower- and higher-proficiency EFL learners’ oral production
. International Review of Applied Linguistics in Language Teaching 60:2 ► pp. 383 ff.
Révész, Andrea, Rebecca Sachs & Mika Hama
2014. The Effects of Task Complexity and Input Frequency on the Acquisition of the Past Counterfactual Construction Through Recasts. Language Learning 64:3 ► pp. 615 ff.
SAUER, LUZIA & ROD ELLIS
2019. The Social Lives of Adolescent Study Abroad Learners and Their L2 Development. The Modern Language Journal 103:4 ► pp. 739 ff.
2021. The Students’ Errors in Speech Production on Interpersonal Speaking Class. Jurnal Studi Guru dan Pembelajaran 4:2 ► pp. 297 ff.
2021. The Psycholinguistics of Task-Based Performance. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 3 ff.
2023. From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor?. Frontiers in Psychology 14
Zhang, Weiwei, Lawrence Jun Zhang & Aaron J. Wilson
2022. Strategic competence, task complexity, and foreign language learners’ speaking performance: a hierarchical linear modelling approach. Applied Linguistics Review 0:0
Zhang, Weiwei, Meijuan Zhao & Ye Zhu
2022. Understanding Individual Differences in Metacognitive Strategy Use, Task Demand, and Performance in Integrated L2 Speaking Assessment Tasks. Frontiers in Psychology 13
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