TASK-BASED SYLLABUS DESIGNS AND COGNITIVE ASPECTS IN L2 PERFORMANCE

Autores

  • Joara Martin Bergsleithner UNB

Resumo

This article reviews some issues on cognitive aspects of task-based syllabus designs, particularly based on two studies (ROBINSON, 2001; SKEHAN & FOSTER, 2001) that deal with cognitive accounts of task-based designs. First, I will focus on contrasting positions of these two papers concerning attentional resources. Second, I will present some empirical results of studies on the effects of task difficulty and conditions. Third, I will show pedagogic sequencing of tasks. Fourth, I will display the measures of three dimensions of task performance, and the measures of task difficulty. Finally, I will close the article with a call for longitudinal studies to investigate second language performance and learning.

Biografia do Autor

Joara Martin Bergsleithner, UNB

Docente da UNB.

Referências

BERGSLEITHNER, J. M. Working memory capacity, noticing, and L2 speech production. PhD dissertation. Florianópolis, 2007. 153 pages. Doutora em Letras: Língua Inglesa e Lingüística Aplicada. Universidade Federal de Santa Catarina.

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FOSTER, P.; SKEHAN, P. The influence of planning and task type on second language performance. Studies in Second Language Acquisition, n. 18, p. 299-323, 1996.

LEAVER, B. L.; WILLIS, R. Task-based instruction in foreign language education: practices and programs. Washington, DC: Georgetown University Press. University of Hawaii at Manoa, USA, 2004.

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ROBINSON, P. 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. New York: Cambridge University Press, 2001, pp. 287-318.

SKEHAN, P. A. Framework for the implementation of task-based instruction. Applied Linguistics, n. 17. Oxford University Press, 1996.

SKEHAN, P. A. A cognitive approach to language learning. Oxford: Oxford University Press, 1998.

SKEHAN, P.; & FOSTER, P. Cognition and tasks. In P. Robinson (Ed.), Cognition and second language instruction. New York: Cambridge University Press, 2001, pp. 183-205.

PICA, T. Second language teaching and research relationships: A North American view. Language Teaching Research 1: 1997, 48–72.

WILLIS, J. A framework for task-based learning. London: Longman, 1996.

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Publicado

30/06/2019

Como Citar

Bergsleithner, J. M. (2019). TASK-BASED SYLLABUS DESIGNS AND COGNITIVE ASPECTS IN L2 PERFORMANCE. Revista ECOS, 26(1). Recuperado de https://periodicos.unemat.br/index.php/ecos/article/view/4169

Edição

Seção

LINGUÍSTICA/ LÍNGUA PORTUGUESA