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Chapter 2. Speech production and the Cognition Hypothesis

  • Judit Kormos
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Second Language Task Complexity
This chapter is in the book Second Language Task Complexity

Abstract

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.

Abstract

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.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Acknowledgements ix
  5. Series editors’ preface to Volume 2 xi
  6. Part 1. Cognition, task complexity, language learning, and performance
  7. Chapter 1. Second language task complexity, the Cognition Hypothesis, language learning, and performance 3
  8. Chapter 2. Speech production and the Cognition Hypothesis 39
  9. Chapter 3. Corpus-driven methods for assessing accuracy in learner production 61
  10. Part 2. Researching the effects of task complexity across task types and modes of L2 performance
  11. Chapter 4. Task complexity and linguistic performance in L2 writing and speaking 91
  12. Chapter 5. Manipulating task complexity across task types and modes 105
  13. Part 3. Researching the effects of task complexity on L2 interaction, modified output, and uptake
  14. Chapter 6. Effects of task complexity and interaction on L2 performance 141
  15. Chapter 7. Task complexity, modified output, and L2 development in learner–learner interaction 175
  16. Chapter 8. Task complexity, uptake of recasts, and L2 development 203
  17. Part 4. Researching the influence of learner characteristics and perceptions on simple and complex L2 task performance
  18. Chapter 9. When individual differences come into play 239
  19. Chapter 10. Working memory capacity and narrative task performance 267
  20. Chapter 11. Task complexity, language anxiety, and the development of the simple past 287
  21. Chapter 12. Examining the influence of intentional reasoning demands on learner perceptions of task difficulty and L2 monologic speech 307
  22. Author index 331
  23. Subject index 337
https://doi.org/10.1075/tblt.2.06ch2

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Acknowledgements ix
  5. Series editors’ preface to Volume 2 xi
  6. Part 1. Cognition, task complexity, language learning, and performance
  7. Chapter 1. Second language task complexity, the Cognition Hypothesis, language learning, and performance 3
  8. Chapter 2. Speech production and the Cognition Hypothesis 39
  9. Chapter 3. Corpus-driven methods for assessing accuracy in learner production 61
  10. Part 2. Researching the effects of task complexity across task types and modes of L2 performance
  11. Chapter 4. Task complexity and linguistic performance in L2 writing and speaking 91
  12. Chapter 5. Manipulating task complexity across task types and modes 105
  13. Part 3. Researching the effects of task complexity on L2 interaction, modified output, and uptake
  14. Chapter 6. Effects of task complexity and interaction on L2 performance 141
  15. Chapter 7. Task complexity, modified output, and L2 development in learner–learner interaction 175
  16. Chapter 8. Task complexity, uptake of recasts, and L2 development 203
  17. Part 4. Researching the influence of learner characteristics and perceptions on simple and complex L2 task performance
  18. Chapter 9. When individual differences come into play 239
  19. Chapter 10. Working memory capacity and narrative task performance 267
  20. Chapter 11. Task complexity, language anxiety, and the development of the simple past 287
  21. Chapter 12. Examining the influence of intentional reasoning demands on learner perceptions of task difficulty and L2 monologic speech 307
  22. Author index 331
  23. Subject index 337
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