Cognition and Second Language Instruction: Cognition and tasks

By P. Skehan, Pauline Foster. 2001

325 citations recorded by the source corpus.

Subfields: Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a6fa0563b409676cb6822cf64bb06aa6fccfe86d

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Citations in the corpus

Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers (2011, unknown): “…seems to support previous research on the potential role of pretask activities to focus learner attention to target features as well as the importance of post-task activities to check task performance (Skehan, 1996, 1998; Williams, 1999; Schmidt, 2001; Skehan & Foster, 2001; Leeser, 2004).”
Task-based language learning and teaching: An action-research study (2015, background): “Skehan and Foster (2001) divide these factors into three main areas: (1) code complexity, which refers essentially to the difficulty of the language; (2) cognitive complexity, which relates to the cognitive demands placed on participants to understand and process the task input and to perform task…”
Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, background): “Instead, some attention to linguistic form is necessary for learners to be able to progress towards well-formedness in their L2 (e.g. Ellis, 2005; Long, 2000; Long & Robinson, 1998; Norris & Ortega, 2000; Skehan & Foster, 2001).”
Teachers' instructional behaviors as important predictors of academic motivation: Changes and links across the school (2016, result): “Skehan and Foster (2001) argued that teachers' instruction should be structured andmade clear from the beginning to the end 9 We also conducted an observation study on instructional-related behavior of teachers and the results were in agreement with the present study, which supports the validity of…”
Effects of task repetition on learners’ attention orientation in L2 oral production (2016, background): “Skehan (1998), and Skehan and Foster (2001) also argue that cognitive demands on content result in less attention being available to be devoted to the language because simultaneously focusing attention on meaning and form results in cognitive overload for L2 learners (McLaughlin, Rossmann, &…”
TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT (2009, methodology): “In the current SLA literature, there are two competing accounts of how attention is deployed during task performance: the singleresource model (e.g., Skehan & Foster, 2001 ) and the multiple-resource model (e.g., Robinson, 2003 ; Wickens, 1992 , 2007 ), each carrying a different set of implications…”
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “Skehan (1998, 2007; Skehan & Foster, 2001) presumes, in what he terms the “Trade-Off Hypothesis,” that humans have limited attentional capacity, and thus, for L2 learners, there is a constant competition for attentional resources between content and language.”
Teachers' and Learners' Reactions to a Task-Based EFL Course in Thailand (2007, background): “…107 input features, learner-internal capacities, and language production (Gass, 2003; Long, 1996; Mackey, in press), and have explored how task characteristics and conditions affect learners’ allocation of attentional resources during task performance (e.g., Robinson, 2001; Skehan & Foster, 2001).”
Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization (2008, background): “…the need to introduce more explicit and proactive elements in the design of tasks, for example via pre- and post-task activities where accuracy is prioritized (Skehan & Foster, 2001), in order to preempt the possibility that learners will sacrifice accuracy in favor of getting the message across.”