Cognition and Second Language Instruction: Task complexity, cognitive resources, and syllabus design: a triadic framework for examining task influences on SLA

By Peter Robinson. 2001

468 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/c7f5efa5aba70365a1bb3d62252f4b2ada5940de

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Citations in the corpus

TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT (2009, background): “…focus on form in TBLT as a methodological principle (Long, 2000 ; Long & Crookes, 1992 ; Long & Robinson, 1998 ) and (b) Skehan and others’ (Robinson, 2001 , 2007 ; Skehan, 1998 ; Skehan & Foster, 2001 ) approach of proactively manipulating task complexity, “the (inherent) cognitive…”
Task Design and Second Language Performance: The Effect of Narrative Type on Learner Output (2008, methodology): “Language Learning 58:2, June 2008, pp. 439–473 464 3 Similarly, in the Robinson (2001) model, a loose narrative structure might be classed as “resource-dispersing,” leading to an overall reduction in available attention.”
The task is not enough: Processing approaches to task-based performance (2012, methodology): “Studies of task characteristics and task conditions, for example, have been conducted to explore the respective claims of the Trade-off (Skehan, 2009a) and Cognition Hypotheses (Robinson, 2001).”
Position paper: Moving task-based language teaching forward (2017, background): “Robinson (2011), however, conflates the two in his Cognition Hypothesis.”
The Role of Task and Listener Characteristics in Second Language Listening. (2015, background): “The construct of second language (L2) listening difficulty, defined here as the objective rather than perceived challenge posed by listening (Robinson, 2001), has received increasing interest from”
Task-Based Language Learning (2011, background): “…& Llanes, 2009: Ishikawa, 2007, 2008a, 2008b; Kim, 2008, 2009a, 2009b; Kuiken & Vedder, 2007a, 2007b; Michel, 2011; Nuevo, 2006; Revesz, 2009, 2011; Robinson, 2001b, 2007c; Robinson, Cadierno, & Shirai, 2009; Skehan & Foster, 1999, 2001; Tavakoli & Foster, this issue; Tavakoli & Skehan, 2005).”
APTITUDE AND SECOND LANGUAGE ACQUISITION (2005, background): “This includes individual differences in the use of learning styles and strategies (Cohen, 2003; Oxford, Cho, Leung, & Kim, 2004), and motivation (Dörnyei, 2002, in press), as well as aptitude (Robinson, 2001b, 2003b, in press a; Skehan, 1998).”
MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS (2015, background): “…et al., 2009 ; Kim, 2009 ; Kim & Tracy-Ventura, 2011 ; Levkina & Gilabert, 2012 , 2014 ; Malicka & Levkina, 2012 ; Michel, 2011 ; Révész, 2009 , 2011 ; Robinson, 2001b , 2007 ; Sasayama, 2013 ), most of which have adopted or adapted a multidimensional scale introduced by Robinson ( 2001b ).”
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).”
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “First, as Robinson (2001a) explains, more cognitively complex interactive tasks (along both resource-directing and resource-dispersing dimensions) are likely to entail greater communicative demands, thus leading to increased comprehension difficulty and a correspondingly larger amount of…”
Teachers Exploring Tasks in English Language Teaching (2005, background): “Robinson (2001) suggests these dimensions would include the following:”