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Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty

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References

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2001Task complexity, task difficulty, and task production: exploring interactions in a componential framework1,271 cited
1992Three Approaches to Task-Based Syllabus Design865 cited
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2001Cognition and tasks515 cited

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2019Task-Based Language Teaching406 cited
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2014Predicting Patterns of Grammatical Complexity Across Language Exam Task Types and Proficiency Levels297 cited
2020Task-based language teaching theory and practice284 cited
2010Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing282 cited
2013The Cognition Hypothesis: A Synthesis and Meta‐Analysis of Research on Second Language Task Complexity

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250 cited

2011Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom‐Based Study234 cited

2009Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance222 cited

2015Syntactic complexity in L2 writing: Progress and expansion221 cited

2009The effects of task complexity on learner–learner interaction215 cited

2013The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction?196 cited

2013THE IMPACT OF COGNITIVE COMPLEXITY ON FEEDBACK EFFICACY DURING ONLINE VERSUS FACE-TO-FACE INTERACTIVE TASKS195 cited

2015The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing192 cited

2017From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School185 cited

2015MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS181 cited