Please use this identifier to cite or link to this item: http://hdl.handle.net/2445/48477
Title: Task complexity, the Cognition Hypothesis and second language learning and performance
Author: Robinson, Peter, 1956-
Gilabert Guerrero, Roger
Keywords: Psicolingüística
Adquisició d'una segona llengua
Psycholinguistics
Second language acquisition
Issue Date: 2007
Publisher: Walter de Gruyter
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.
Note: Reproducció del document publicat a: http://dx.doi.org/10.1515/IRAL.2007.007
It is part of: International Review of Applied Linguistics in Language Teaching, 2007, vol. 45, num. 3, p. 161-176
Related resource: http://dx.doi.org/10.1515/IRAL.2007.007
URI: http://hdl.handle.net/2445/48477
ISSN: 0019-042X
Appears in Collections:Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)

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