Cognitive Complexity and Task Sequencing: Studies in a Componential Framework for Second Language Task Design

By Peter Robinson. 2005

561 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/5e32769d231c33ac65af5a4168b75347060addad

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In Developmental and Educational Psychology

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Citations in the corpus

Task complexity, the Cognition Hypothesis and second language learning and performance (2007, methodology): “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…”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, background): “…that writing CAF could be developed in L2 context through different procedures (Adams et al., 2015); nevertheless, demanding writing tasks might cause tension among CAF triad (Skehan, 1998) or encourage learners to perform better on different components of writing CAF (Robinson, 2001, 2005).”
Does a Speaking Task Affect Second Language Comprehensibility (2015, background): “, Trofimovich & Isaacs, 2012)—despite evidence that linguistic resources needed for speakers to successfully complete a task depend on several variables, including task formality and complexity (Kormos, 2006; Robinson, 2005; Segalowitz, 2010; Skehan, 2009).”
The Role of Task Complexity, Modality, and Aptitude in Narrative Task Performance (2012, background): “…it is argued that different cognitive abilities might be useful in different phases and processes of language learning (Skehan, 2002) and that learners with different cognitive ability profiles might benefit from different types of learning tasks and instructional conditions (Robinson, 2005a).”
Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, background): “From a multiple-resource perspective on attention (e.g. Robinson, 2003; 2005), however, linguistic accuracy and complexity are not presumed to be in competition because these two form-related aspects of learner output are thought to be closely connected.”
Task-Based Language Learning (2011, background): “In this view, learners adopt, by default, the ontogenetically determined order of meaning (concept)-form (language) mapping in attempts to produce the L2 (see Robinson, 2005).”
Needs analysis for specialized learner populations: Essential methodological improvements (2015, background): “…or what learners and teachers actually do in the classroom; sequencing them based on task frequency, criticality, or complexity (see Long, 2015c; Robinson, 2005, 2007) to form the task syllabus for the group(s) of learners concerned; and finally, assessing learners’ ability to perform the set…”
Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty (2007, methodology): “The Cognition Hypothesis (Robinson, 2001a, 2001b, 2005a) claims that tasks should be designed and sequenced for learners on the basis of increases in their cognitive complexity, and that these design and sequencing decisions should be the basis of the task-based syllabus (Long 2007; Long and…”
Task Design and Second Language Performance: The Effect of Narrative Type on Learner Output (2008, methodology): “This model of L2 performance has, however, been challenged by Robinson (2001, 2003, 2005).”