Task-Based Language Learning

By Peter Robinson. 2011

399 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/de5cf6dbb06c693d0fdb6881bf7b274fe9a86911

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In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

Instructed pragmatics at a glance: Where instructional studies were, are, and should be going (2015, background): “One promising framework that has not entered into the L2 pragmatics research is the previously mentioned Cognition Hypothesis (Robinson 2011).”
The Development of Complexity, Accuracy, and Fluency in Second Language Performance: A Longitudinal Study (2017, background): “…results being reported from studies with different tasks and different measures, I made hypotheses based on the theoretical assumption of learners’ limitations in attentional resources (Skehan 1998) or attentional control (Robinson 2011) during oral performances with little planning time.”
Task-based Instruction (2012, background): “Thus, learners can use any strategies to perform the task and achieve the task goal (Willis and Willis, 2001).”
Towards a Fuller Assessment of Cognitive Models of Task-Based Learning: Investigating Task-Generated Cognitive Demands and Processes (2014, positive): “Drawing on a multiple-resources account of attention, Robinson (2011) claims that making tasks more cognitively complex will not only have predictable impact on speech production processes but also allocation of attentional and memory resources to input, and retention of that input.”
Towards a modular language curriculum for using tasks (2019, background): “Robinson (2011) argued that a taxonomy of task characteristics is needed which can serve as ‘a focus for concerted research into the effects of those characteristics on learning’ (p. 17) and also as a basis for classifying and sequencing tasks.”