Cognition and Second Language Instruction: COGNITION AND INSTRUCTION

1,107 citations recorded by the source corpus.

How researchers see this paper

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

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).”
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).”
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.”
Position paper: Moving task-based language teaching forward (2017, background): “1 Robinson (2001; 2011) provides a taxonomy of resource-directing and resource-dispersing factors.”