John Benjamins Publishing Company
The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing
Abstract
This chapter first summarises the basic pedagogic claim of the Cognition Hypothesis, that the cognitive demands of tasks be sequenced from simple to complex for learners, and describes a theoretically motivated model for syllabus designers and teachers to follow in planning and implementing such task sequences. This is followed by a description of the Triadic Componential Framework of task characteristics, which makes distinctions between task complexity, task conditions, and task difficulty. Next, I discuss the extent to which individual differences in cognitive and affective factors may mediate the effects of task complexity and task conditions on learning, interaction, and language production, and I argue for the need to research the interactions between task complexity/condition and task difficulty. The chapter concludes by identifying some points of contrast between the claims of the Cognition Hypothesis and Peter Skehan`s Trade-Off Hypothesis, and the differences in their intended scope of application to pedagogy.
Abstract
This chapter first summarises the basic pedagogic claim of the Cognition Hypothesis, that the cognitive demands of tasks be sequenced from simple to complex for learners, and describes a theoretically motivated model for syllabus designers and teachers to follow in planning and implementing such task sequences. This is followed by a description of the Triadic Componential Framework of task characteristics, which makes distinctions between task complexity, task conditions, and task difficulty. Next, I discuss the extent to which individual differences in cognitive and affective factors may mediate the effects of task complexity and task conditions on learning, interaction, and language production, and I argue for the need to research the interactions between task complexity/condition and task difficulty. The chapter concludes by identifying some points of contrast between the claims of the Cognition Hypothesis and Peter Skehan`s Trade-Off Hypothesis, and the differences in their intended scope of application to pedagogy.
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgement vii
- Series Editors’ Preface ix
- Authors’ biodata xi
- Introduction xv
- TBLT 1
- Thinking and acting programmatically in taskbased language teaching 27
- Staking out the territory of technology-mediated TBLT 59
- The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing 87
- Limited Attention Capacity and Cognition 123
- Tasks, experiential learning, and meaning making activities 157
- Linking ‘task’ and curricular thinking 193
- Perceived benefits and challenges with the use of collaborative tasks in EFL contexts 225
- Teachers evaluating tasks 247
- Tasks, design, and the architecture of pedagogical spaces 271
- Task-based language education 303
- Index 321
Chapters in this book
- Prelim pages i
- Table of contents v
- Acknowledgement vii
- Series Editors’ Preface ix
- Authors’ biodata xi
- Introduction xv
- TBLT 1
- Thinking and acting programmatically in taskbased language teaching 27
- Staking out the territory of technology-mediated TBLT 59
- The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing 87
- Limited Attention Capacity and Cognition 123
- Tasks, experiential learning, and meaning making activities 157
- Linking ‘task’ and curricular thinking 193
- Perceived benefits and challenges with the use of collaborative tasks in EFL contexts 225
- Teachers evaluating tasks 247
- Tasks, design, and the architecture of pedagogical spaces 271
- Task-based language education 303
- Index 321
