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Direct linkRevesz, Andrea; Michel, Marije; Gilabert, Roger – Studies in Second Language Acquisition, 2016
This study explored the usefulness of dual-task methodology, self-ratings, and expert judgments in assessing task-generated cognitive demands as a way to provide validity evidence for manipulations of task complexity. The participants were 96 students and 61 English as a second language (ESL) teachers. The students, 48 English native speakers and…
Descriptors: English (Second Language), Second Language Learning, English Language Learners, Native Speakers
Vasylets, Olena; Gilabert, Roger; Manchón, Rosa M. – Language Learning, 2017
Taking a psycholinguistic orientation within task-based language teaching scholarship, this study investigated the effects of mode (oral vs. written) and task complexity on second language (L2) performance. The participants were 78 Catalan/Spanish learners of English as a foreign language. Half of the participants performed the simple and complex…
Descriptors: Psycholinguistics, Task Analysis, Second Language Learning, Second Language Instruction
Levkina, Mayya; Gilabert, Roger – Language Learning & Language Teaching (MS), 2012
This paper examines the impact of task complexity on L2 production. The study increases task complexity by progressively removing pre-task planning time and increasing the number of elements. The combined effects of manipulating these two variables of task complexity simultaneously are also analyzed. Using a repeated measures design, 42…
Descriptors: English (Second Language), Second Language Learning, Oral Language, Difficulty Level
Gilabert, Roger; Baron, Julia; Llanes, Angels – International Review of Applied Linguistics in Language Teaching (IRAL), 2009
The goal of this study is to investigate the impact of manipulating the cognitive complexity of three different types of oral tasks on interaction. The study first considers the concepts of task complexity and interaction and then examines the specific studies that have looked at the effects of increasing task complexity on conversational…
Descriptors: Feedback (Response), Difficulty Level, Cognitive Ability, Oral Language
Robinson, Peter; Gilabert, Roger – International Review of Applied Linguistics in Language Teaching (IRAL), 2007
In this paper we describe a taxonomy of task demands which distinguishes between Task Complexity, Task Condition and Task Difficulty. We then describe three theoretical claims and predictions of the Cognition Hypothesis (Robinson 2001, 2003b, 2005a) concerning the effects of task complexity on: (a) language production; (b) interaction and uptake…
Descriptors: Second Language Learning, Difficulty Level, Classification, Schemata (Cognition)
Gilabert, Roger – International Review of Applied Linguistics in Language Teaching (IRAL), 2007
This paper analyses the effects of manipulating the cognitive complexity of L2 oral tasks on language production. It specifically focuses on self-repairs, which are taken as a measure of accuracy since they denote both attention to form and an attempt at being accurate. By means of a repeated measures design, 42 lower-intermediate students were…
Descriptors: Cognitive Processes, Oral Language, Second Language Learning, Difficulty Level
