Second Language Task Complexity

Name: Second Language Task Complexity | Researching the Cognition Hypothesis of language learning and performance
Brand: John Benjamins Publishing Company
Price: 123.99 EUR
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Researching the Cognition Hypothesis of language learning and performance

Peter Robinson(Herausgeber*in)

John Benjamins Publishing Company

1. Auflage

Erschienen am 13. September 2011

XII, 345 Seiten

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978-90-272-9027-4 (ISBN)

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Inhalt

Second Language Task Complexity
Editorial page
Title page
LCC data
Table of contents
List of contributors
Acknowledgements
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
Introduction: Task analysis, task characteristics and task complexity
Task analysis and task-based program design
Task complexity, the Cognition Hypothesis, and task sequencing
The Triadic Componential Framework for task classification
Task characteristics that direct attention to language
Intentional reasoning
Spatial reasoning
The Here-and-Now and the There-and-Then
Task characteristics that disperse attention over non-linguistic task demands
Combining task characteristics and researching sequencing effects
The Cognition Hypothesis, task-based language learning, and performance
Issues in researching and measuring the effects of task complexity on learning and performance
Researching and measuring language production
Researching and measuring interaction and learning opportunities
Researching the effects of learner factors on task-based learning and performance
Cognitive abilities and task difficulty
Affective factors and task difficulty
The chapters in this book
References
Chapter 2. Speech production and the Cognition Hypothesis
Introduction
The model of second language speech production
General characteristics of speech production in L2
Knowledge stores in L2 speech production
Encoding second language speech
Conceptualization
Encoding
Monitoring
Speaker-hearer interaction in speech production
The role of attention in speech production
Speech production and the Cognition Hypothesis
Conclusion
References
Chapter 3. Corpus-driven methods for assessing accuracy in learner production
Introduction
A constructionist perspective on language
Previous research
L2 production research beyond the word
Corpus studies of phraseology in L2 production
Corpus-based studies on constructions in L2 production
A constructionist approach to accuracy in L2 production
Measuring accuracy: Collostructional analysis
Case studies
Ditransitive and prepositional dative in L1 and L2 production
Infinitival and gerundial complementation in L1 and L2 production
Discussion
How learners' production becomes more accurate
Implications for task design
References
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
Introduction
The study
Research questions and hypotheses
Participants and tasks
Measures of linguistic performance
Results
Discussion
References
Chapter 5. Manipulating task complexity across task types and modes
Introduction
Task complexity and the Cognition Hypothesis
Task complexity and monologic performance
Evidence of the effect of increasing Task complexity on dialogic performance
Research questions and hypotheses
Experimental design
Participants
Materials
Procedures
Measures
Statistical instruments, analyses, transcription and coding
Results
Research question 1
Research question 2
Research question 3
Discussion
Research question 1
Research question 2
Research question 3
Limitations and conclusions
Acknowledgments
References
Appendix A
Appendix B
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
1. Attention and task performance
1.1 Cognitive task complexity
1.2 Interaction
1.3 Task complexity and interaction
2. The present study
2.1 Experimental design
3. Results
3.1 Effects on linguistic complexity
3.2 Effects on accuracy
3.3 Effects on fluency
4. Discussion
4.1 Effects of increased task complexity
4.2 Interaction and L2 performance
5. Conclusion and directions for future research and practice
References
Appendix: Example of tasks
Chapter 7. Task complexity, modified output, and L2 development in learner-learner interaction
Introduction
Theoretical background
Research in modified output and L2 learning
Research in task complexity and interaction
Method
Participants
Design
Target structures
Treatment tasks
Testing materials
Scoring and coding
Results
Discussion
Limitations
Conclusion
References
Chapter 8. Task complexity, uptake of recasts, and L2 development
Introduction
Interaction and SLA
Learners' responses to feedback: Empirical results
Task complexity and uptake
Research questions and hypotheses
Methodology
Design
Participants
Target form
Treatment
Assessment tasks
Data analysis
Data collection procedures
Statistical analyses
Results
Description of the data
Task complexity and uptake
Uptake and second language development
Task complexity, uptake, and second language development
Discussion
Limitations and future research
References
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
Theoretical background
Tasks
Creativity
Methods
Participants
Instruments
Creativity test
Oral narrative tasks
Procedures
Analysis
Measures of task performance
Results and discussion
Comparing the cognitively less and more complex tasks
Correlations of creativity and task performance
Conclusion
Practice - Pedagogical implications
References
Chapter 10. Working memory capacity and narrative task performance
Introduction
Background to the study
Method
Participants
Instruments
Procedures
Analysis
Results
Discussion and conclusion
Acknowledgement
References
Chapter 11. Task complexity, language anxiety, and the development of the simple past
Introduction
The Cognition Hypothesis
Language anxiety
Methods
Participants
Target linguistic structure
Materials
Procedure
Data coding and analysis
Language anxiety
Results
Identifying anxiety groups
Learners' production of past tense morphology on the pretest
Discussion
References
Chapter 12. Examining the influence of intentional reasoning demands on learner perceptions of task difficulty and L2 monologic speech
Introduction
Research on learner perceptions of task difficulty within TBLT
Research questions and hypotheses
Methodology
Participants
Materials
Procedures
Experimental design for the present study
Production measures and task-difficulty questionnaires
Results of the present study
The effect of IR on learner perceptions of task difficulty
Correlations between task difficulty and L2 production
Correlations between task difficulty and L2 production under different task conditions
Discussion and implications
Limitations of the present study
Acknowledgement
References
Author note
Appendices
Appendix D. Instructions for the No Reasoning Task
When you report to the president, please keep in mind the following points
Appendix E. Instructions for the Simple and CRT
When you report to the president, please keep in mind the following points
Author index
Subject index

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