TASK COMPLEXITY, FOCUS ON FORM, AND SECOND LANGUAGE DEVELOPMENT

By Andrea Révész. Studies in Second Language Acquisition, 2009

142 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/d65fba6b90ad30411fee144c9ec6f65fe8311a94

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “In the fields of SLA (Ellis, 2003; Prabhu, 1987; Robinson, 2001a, 2005) and cognitive psychology (e.g., Halford, Cowan, & Andrews, 2007), it is generally accepted that tasks that induce more reasoning and/or reference to a greater number of elements are more cognitively complex than tasks with…”
CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, unknown): “…role of recasts in L2 development (see Doughty & Varela, 1998 ; Han, 2002 ; Ishida, 2004 ; Iwashita, 2003 ; Leeman, 2003 ; Long, Inagaki, & Ortega, 1998 ; Mackey, 2006 ; Mackey & Philp, 1998 ; McDonough & Mackey, 2006 ; Révész, 2009 ; see also Long, 2007 , for a review and Mackey & Goo, 2007 ).”
Task-Based Language Learning (2011, background): “…on the amount of interaction they promote (Kim, 2009a, 2009b; Nuevo, 2006) and on the accuracy, fluency, and complexity of task outcomes (Gilabert, 2007; Tavakoli & Foster, this issue); language development (Collentine, 2010); and uptake of corrective feedback (Baralt, 2010; Revesz, 2009).”
Peer interaction in the foreign language classroom: what factors foster a focus on form? (2010, background): “Considerable experimental research on tasks suggests that features of tasks can be manipulated to encourage greater attention to form (Nuevo, Adams, & Ross-Feldman, in press; Révész, 2009; Robinson & Gilabert, 2007).”
Defining and operationalising L2 complexity (2012, background): “Ellis (2008) have recently called for the use of more specific measures focusing on individual grammatical phenomena such as conjunctions or verb phrase morphology to complement the use of global complexity measures, a call to which some researchers have already responded (Michel 2010; Révész 2009; ”
The Role of Task Complexity, Modality, and Aptitude in Narrative Task Performance (2012, background): “Robinson (2007b) analyzed how input, processing and output anxiety affected students’ performance on narrative tasks that increased in cognitive complexity.”
Interaction and instructed second language acquisition (2018, unknown): “In another study, Révész (2009) used +/− contextual support, in which learners had to narrate stories either with or without the aid of accompanying photos.”
Task-Based Learner Production: A Substantive and Methodological Review (2016, methodology): “The treatment groups in Révész (2009), for example, completed a picture description task in one of four conditions: +/−task support (access to photos while describing them), +/−interactional feedback in the form of recasts.”
MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS (2015, methodology): “As Révész et al. (2014), the author took the corresponding patterns on the three measures as evidence for the validity of the task manipulation.”
Working Memory and the Observed Effectiveness of Recasts on Different L2 Outcome Measures. (2012, unknown): “Ellis, 2007; Jeon, 2007; Long, 2007); characteristics of recasts (Kim & Han, 2007; Loewen & Philp, 2006; Lyster, 1998; Sheen, 2006); task complexity (Nuevo, 2006; Révész & Han, 2006; Révész, 2009; Révész, Sachs, &Mackey, 2011); and individual differences in cognitive variables, such as working memor”