Task Complexity and Its Implication for Pedagogy

Abstract

[1] Albert, A. and Kormos, J. (2004).Creativity and narrative task performance; an explanatory study. Language Learning, 54:2, 227-310.
http://dx.doi.org/10.1111/j.1467-9922.2004.00256.x

[2] Anderson, A. & Lynch, T. (1988). Listening. Oxford: Oxford University Press.

[3] Brindley, J. (1987). Factors affecting task difficulty. In D. Nunan, (Ed.), Guidelines for the development of curriculum resource (pp.45-56). Adelaide: National Curriculum Resource Center.

[4] Brown, R., & Bellugi, U. (1964). 'Three processes in the child's acquisition of syntax'. Harvard Educational Review. 34: 133-151.

[5] Brown, G. & Yule, G. (1983).Teaching the spoken language. Cambridge: Cambridge University Press.

[6] Bygate, M. (1999).Task as context for framing, reframing, and unframing of language. System, 27, 33-48.
http://dx.doi.org/10.1016/S0346-251X(98)00048-7

[7] Bygate, M., Skehan, P. & Swain, M. (2001). Introduction' In M. Bygate, P. Skehan and M. Swain (Eds.).Researching pedagogic tasks, second language learning, teaching and testing. Harlow: Longman.

[8] Candlin, C. (1987). Towards task-based language learning. In Candlin, C. & Murphy, D. (Eds.), Language learning tasks (pp.5-22). Englewood Cliffs, NJ: Prentice Hall.

[9] Crabbe, D. (2007). Learning opportunities: adding learning value to tasks. ELT Journal, 61/2.117-125.

[10] Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

[11] Gilabert, R. (2005). Task complexity and L2 narrative oral production. Unpublished Ph. D. Dissertation. University of Barcelona, Spain.

[12] Gilabert, R. (2007). Effects of manipulating task complexity on self-repair during L2 oral production. IRAL (45), 215-240.

[13] Givon, T. (1989).Mind, code, and context. essays in pragmatics. Hillsdale, NJ:Erlbaum.

[14] Kumaravadivelu, B. (2006). TESOL methods: changing tracks, challenging trends, TESOL Quarterly, 40(1), 59-81.
http://dx.doi.org/10.2307/40264511

[15] Lantolf, J (Ed.). (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.

[16] Lee, S. (2007). Effects of textual enhancement and topic familiarity on Korean EFL students' reading comprehension and learning of passive form. Language Learning. 57:1, 87-118.
http://dx.doi.org/10.1111/j.1467-9922.2007.00400.x

[17] Long, M. H. (1985). A role for instruction in second language acquisition: task-based language teaching. In K. Hyltenstam and M. Pienemann (Eds.), Modeling and assessing second language acquisition (pp.77-99).Clevedon: Multilingual Matters.

[18] Long, M. H. (1996). The role of linguistic environment in second language acquisition. In W.C. Ritchie & T. K. Bhatia Eds.).Handbook of second language acquisition.(pp.413-463). San Diego; Academic Press.

[19] Long, M. (Ed.) (2007). Problems in SLA, Mahwah, NJ: Erlbaum.

[20] Long, M. H. & Crookes, G. (1992). Three approaches to task-based syllabus design, TESOL Quarterly, 26(1), 27-56.
http://dx.doi.org/10.2307/3587368

[21] Lynch, T., & MacLean, J. (2000). Exploring the benefits of task repetition and recycling for classroom language learning, Language Teaching Research, 4, 221-250.

[22] Meisel, J. (1987). Reference to past events and actions in the development of natural language acquisition. In C. Pfaff (Ed.), First and second language acquisition processes (pp.206-224). Cambridge, MA: Newbury House.

[23] Michel, M. Kuiken, F., &Vedder, I. (2007).The influence of complexity inmonologic versus dialogic tasks in Dutch L2. IRAL, 45, 241-259.
http://dx.doi.org/10.1515/iral.2007.011

[24] Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University press.

[25] Nunan, D. (2003). Second language teaching and learning. Boston, U.S.A: Newbery house.

[26] Prabhu, N. S. (1987).Second language pedagogy. Oxford: Oxford university press.

[27] Rahimpour, M. (1997).Task complexity, task condition and variation in L2 oral discourse. Unpublished PhD Thesis. The University of Queensland, Brisbane, Australia.

[28] Rahimpour, M. (1999).Task complexity and variation in interlanguage. In N. Jungheim& P. Robinson (Eds.), Pragmatics and Pedagogy: Proceedings of the 3rd Pacific Second Language Research Forum, 2, 115-134, Tokyo: PacSLRF.

[29] Richards, J. C. & Rodgers, T. S. (2001).Approaches and methods in language teaching. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511667305

[30] Robinson, P. (1995a). Task complexity and second language narrative discourse, Language Learning, 45(1), 99-140.
http://dx.doi.org/10.1111/j.1467-1770.1995.tb00964.x

[31] Robinson, P. (1995b). Attention, memory and the "noticing" hypothesis. Language Learning. 45: 283-331.
http://dx.doi.org/10.1111/j.1467-1770.1995.tb00441.x

[32] Robinson, P. (1996). Task complexity and second language syllabus design: data-based studies and speculations. Working papers in language and linguistics, 1(1), 1-15.

[33] Robinson, P. (1998). State of the art: SLA theory and second language syllabus design. The Language Teacher, 22(4).7-14.

[34] Robinson, P. (2000). Task complexity and reasoning demands: effects on dyadic NNS- NNS interaction, fluency, accuracy, complexity and incorporation of input. Unpublished data, Aoyama Gakuin University, Tokyo.

[35] Robinson, P. (2001a). Task complexity, task difficulty, and task production: exploring interactions in a componential framework. Applied Linguistics, 22, 27-57.
http://dx.doi.org/10.1093/applin/22.1.27

[36] Robinson, P. (2001b). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In P. Robinson (Ed.), Cognition and second language instruction (pp.285-316). Cambridge: Cambridge University Press.

[37] Robinson, P. (2003b). The cognition hypothesis, task design, and adult task-based language learning. Second Language Studies, 21(2), 45-105.

[38] Robinson, P. (2005a). Cognitive complexity and task sequencing: A review of studies in a componential framework for second language task design. International Review of Applied Linguistics in Language Teaching. 43(1): 1-33.
http://dx.doi.org/10.1515/iral.2005.43.1.1

[39] Robinson, P. (2007a). Criteria for grading and sequencing pedagogic tasks. In investigating tasks in formal language learning, Maria Del Pilar Garcia Mayo (Ed.), 2-27.Clevedon: Multilingual Matters.

[40] Robinson, P. (2007c). Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. IRAL, 193-213.

[41] Robinson, P., & Gilabert, R. (2007). Task complexity, the Cognition Hypothesis and second language learning and performance. RAL 45, 161-176.

[42] Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics.11: 17-46.
http://dx.doi.org/10.1093/applin/11.2.129

[43] Schmidt, R. (2001). Attention in P. Robinson (Ed.): Cognition and second language instruction. (PP. 3-32). Cambridge: Cambridge University Press.

[44] Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62.
http://dx.doi.org/10.1093/applin/17.1.38

[45] Skehan, P. (1998a). Task-based instruction. Annual Review of Applied Linguistics, 18, 268-286.
http://dx.doi.org/10.1017/S0267190500003585

[46] Skehan, P. (1998b). A cognitive approach to language learning. Oxford: Oxford University Press.

[47] Skehan, P. (2002). A non-marginal role for task.ELT Journal. 56/3, 289-295.
http://dx.doi.org/10.1093/elt/56.3.289

[48] Skehan, P. (2003a). Focus on form, tasks, and technology. Computer Assisted Language Learning, 16/5, pp. 391-411.
http://dx.doi.org/10.1076/call.16.5.391.29489

[49] Skehan, P. (2003b). Task-based instruction, Language Teaching, 36, 1-14.
http://dx.doi.org/10.1017/S026144480200188X

[50] Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1(3), 1-27.
http://dx.doi.org/10.1177/136216889700100302

[51] Skehan, P., & Foster, P. (2001).Cognition and tasks. In' Cognition and second language instruction,' P.Robinson (Ed.), 183-205. Cambridge: Cambridge University Press.

[52] Swain, M. (1995). Three functions of output in second language. In H.G. Widdowson, G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics: studies in honor of H. G. Widdowson (pp.125-144). Oxford: Oxford University Press.

[53] Urwin, J. (1999). Second language listening task complexity. Unpublished Ph.D. dissertation, Monash University, Australia.

[54] Van den Branden, K. (Ed.) (2006). Task-based language education. Cambridge: Cambridge University press.

[55] Van Patten, b. (1996).'Attending to form and content in the input'. Studies in Second Language Acquisition, 12: 287-301.

[56] Van Patten, B. (2004). Input processing in SLA. In Van Patten (Ed.), Processing instruction Theory, research, and commentary (pp.5-31). Mahwah, NJ: Lawrence Erlbaum.

[57] Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford: Oxford University Press.

[58] Willis, D. & Willis, J. (2001).Task-based language learning. In D, Nunan. & Carter, R. (Eds.), The Cambridge guide to teaching English to the speakers of the other languages (pp.173-179). Cambridge: Cambridge University Press.