株式会社極東書店トップ ＞ 商品一覧 ＞ Second Language Task Complexity : Researching the Cognition Hypothesis of Language Learning and Performance.
商品詳細
Second Language Task Complexity : Researching the Cognition Hypothesis of Language Learning and Performance. 第二言語の作業の複雑性
・ISBN 978-90-272-0719-7 hard
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・ISBN 978-90-272-0720-3 paper
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電子版あり 大学・学術機関向け電子ブック（eBook）ISBN 978-90-272-9027-4
| 著者・編者 | Robinson, Peter (ed.), |
|---|---|
| シリーズ | Task-Based Language Teaching: Issues, Research and Practice |
| 出版社 | (J. Benjamins, NE) |
| 出版年月 | 2011 |
| ページ数 | x, 329 pp. |
| 言語 | ENG |
| ニュース番号 | ＜L10-426＞ |
解説
Understanding how task complexity affects second language learning, interaction and spoken and written performance is essential to informed decisions about task design and sequencing in TBLT programs. The chapters in this volume all examine evidence for claims of the Cognition Hypothesis that complex tasks should promote greater accuracy and complexity of speech and writing, as well as more interaction, and learning of information provided in the input to task performance, than simpler tasks. Implications are drawn concerning the basic pedagogic claim of the Cognition Hypothesis, that tasks should be sequenced for learners from simple to complex during syllabus design. Containing theoretical discussion of the Cognition Hypothesis, and cutting-edge empirical studies of the effects of task complexity on second language learning and performance, this book will be important reading for language teachers, graduate students and researchers in applied linguistics, second language acquisition, and cognitive and educational psychology.