In the field of task-based language teaching, sequencing tasks is of substantial importance. One of the proposals for sequencing tasks is cognitive task complexity. Robinson, as one of the proponents of sequencing tasks based on cognitive task complexity, distinguishes between three factors of: task complexity (i.e. the intrinsic cognitive demands of the task), task conditions (i.e. features of tasks which are determined by the situational setting and conditions in which they take place), and task difficulty (i.e. learners’ perceptions of the demands made by the task and the resources that learners bring to the task). After presentation of Robinson’s cognitive task complexity model, there has been a great deal of research which has investigated the influences of the components of this model on the three dimensions of performance including accuracy, fluency, and complexity. The present paper is a brief review of the studies that have been conducted in this respect.
| Published in | International Journal of Language and Linguistics (Volume 4, Issue 5) |
| DOI | 10.11648/j.ijll.20160405.11 |
| Page(s) | 157-164 |
| Creative Commons |
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Cognitive Task Complexity, Accuracy, Fluency, Lexical and Syntactic Complexity
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APA Style
Nasrin Sanajoo, Nasrin Asadi. (2016). The Effects of Cognitive Task Complexity on Learners’ Performance. International Journal of Language and Linguistics, 4(5), 157-164. https://doi.org/10.11648/j.ijll.20160405.11
ACS Style
Nasrin Sanajoo; Nasrin Asadi. The Effects of Cognitive Task Complexity on Learners’ Performance. Int. J. Lang. Linguist. 2016, 4(5), 157-164. doi: 10.11648/j.ijll.20160405.11
AMA Style
Nasrin Sanajoo, Nasrin Asadi. The Effects of Cognitive Task Complexity on Learners’ Performance. Int J Lang Linguist. 2016;4(5):157-164. doi: 10.11648/j.ijll.20160405.11
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Download@article{10.11648/j.ijll.20160405.11,
author = {Nasrin Sanajoo and Nasrin Asadi},
title = {The Effects of Cognitive Task Complexity on Learners’ Performance},
journal = {International Journal of Language and Linguistics},
volume = {4},
number = {5},
pages = {157-164},
doi = {10.11648/j.ijll.20160405.11},
url = {https://doi.org/10.11648/j.ijll.20160405.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20160405.11},
abstract = {In the field of task-based language teaching, sequencing tasks is of substantial importance. One of the proposals for sequencing tasks is cognitive task complexity. Robinson, as one of the proponents of sequencing tasks based on cognitive task complexity, distinguishes between three factors of: task complexity (i.e. the intrinsic cognitive demands of the task), task conditions (i.e. features of tasks which are determined by the situational setting and conditions in which they take place), and task difficulty (i.e. learners’ perceptions of the demands made by the task and the resources that learners bring to the task). After presentation of Robinson’s cognitive task complexity model, there has been a great deal of research which has investigated the influences of the components of this model on the three dimensions of performance including accuracy, fluency, and complexity. The present paper is a brief review of the studies that have been conducted in this respect.},
year = {2016}
}
TY - JOUR T1 - The Effects of Cognitive Task Complexity on Learners’ Performance AU - Nasrin Sanajoo AU - Nasrin Asadi Y1 - 2016/08/06 PY - 2016 N1 - https://doi.org/10.11648/j.ijll.20160405.11 DO - 10.11648/j.ijll.20160405.11 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 157 EP - 164 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20160405.11 AB - In the field of task-based language teaching, sequencing tasks is of substantial importance. One of the proposals for sequencing tasks is cognitive task complexity. Robinson, as one of the proponents of sequencing tasks based on cognitive task complexity, distinguishes between three factors of: task complexity (i.e. the intrinsic cognitive demands of the task), task conditions (i.e. features of tasks which are determined by the situational setting and conditions in which they take place), and task difficulty (i.e. learners’ perceptions of the demands made by the task and the resources that learners bring to the task). After presentation of Robinson’s cognitive task complexity model, there has been a great deal of research which has investigated the influences of the components of this model on the three dimensions of performance including accuracy, fluency, and complexity. The present paper is a brief review of the studies that have been conducted in this respect. VL - 4 IS - 5 ER -
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