Second language task complexity : researching the cognition hypothesis of language learning and performance / edited by Peter Robinson.

Format:

Book

Contributor:

Robinson, Peter.

Series:

Task-based language teaching ; v. 2.

Task-based language teaching : issues, research and practice (TBLT), 1877-346X ; v. 2

Language:

English

Subjects (All):

Second language acquisition.

Language and languages--Study and teaching.

Language and languages.

Physical Description:

1 online resource (357 p.)

Edition:

1st ed.

Place of Publication:

Amsterdam ; Philadelphia : John Benjamins Pub. Co., 2011.

Language Note:

English

Summary:

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 sh

Contents:

pt. 1. Cognition, task complexity, language learning, and performance : theoretical and methodological issues

pt. 2. Researching the effects of task complexity across task types and modes of L2 performance

pt. 3. Researching the effects of task complexity on L2 interaction, modified output, and uptake

pt. 4. Researching the influence of learner characteristics and perceptions on simple and complex L2 task performance.

Notes:

Description based upon print version of record.

Includes bibliographical references and indexes.

ISBN:

9786613280565

9781283280563

1283280566

9789027290274

902729027X

OCLC:

753480182