Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study.
By Andrea Révész. 2011
178 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/fad48e4ed65fd42db936a4e4560b7537685cadcd
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In Developmental and Educational Psychology
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS (2015, unknown): “…2011 ; Gilabert 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…”
- Task-Based Learner Production: A Substantive and Methodological Review (2016, background): “First, many interactionist SLA researchers who use tasks to elicit participant interaction have shown that task features can also affect the presence and amount of different types of interactional features (Kim, 2009; Révész, 2011).”
- Interaction and instructed second language acquisition (2018, methodology): “For example, Révész (2011) used questionnaires to assess learners’ anxiety and investigate any moderating effects on learners’ production of accurate and complex language during simple and complex tasks.”