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Task complexity, the Cognition Hypothesis and second language learning and performance
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Peter Robinson
and
Roger Gilabert
Published/Copyright:
September 14, 2007
Abstract
In this paper we describe a taxonomy of task demands which distinguishes between Task Complexity, Task Condition and Task Difficulty. We then describe three theoretical claims and predictions of the Cognition Hypothesis (Robinson 2001, 2003b, 2005a) concerning the effects of task complexity on: (a) language production; (b) interaction and uptake of information available in the input to tasks; and (c) individual differences-task interactions. Finally we summarize the findings of the empirical studies in this special issue which all address one or more of these predictions and point to some directions for continuing, future research into the effects of task complexity on learning and performance.
Published Online: 2007-09-14
Published in Print: 2007-09-19
© Walter de Gruyter
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Articles in the same Issue
- Task complexity, the Cognition Hypothesis and second language learning and performance
- Attention to the second language
- Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty
- Effects of manipulating task complexity on self-repairs during L2 oral production
- The influence of complexity in monologic versus dialogic tasks in Dutch L2
- Task complexity and measures of linguistic performance in L2 writing
Articles in the same Issue
- Task complexity, the Cognition Hypothesis and second language learning and performance
- Attention to the second language
- Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty
- Effects of manipulating task complexity on self-repairs during L2 oral production
- The influence of complexity in monologic versus dialogic tasks in Dutch L2
- Task complexity and measures of linguistic performance in L2 writing
