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Cognitive Complexity and Task Sequencing: Studies in a Componential Framework for Second Language Task Design

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References

1985The Input Hypothesis: Issues and Implications3,894 cited
1988Second Language Pedagogy1,627 cited
1996A Framework for the Implementation of Task-based Instruction1,545 cited
1992Three Approaches to Task-Based Syllabus Design865 cited
1999INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT772 cited
2005Second Language Needs Analysis645 cited

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2015Different topics, different discourse: Relationships among writing topic, measures of syntactic complexity, and judgments of writing quality347 cited
2016The Linguistic Development of Students of English as a Second Language in Two Written Genres320 cited
2005APTITUDE AND SECOND LANGUAGE ACQUISITION306 cited
2007Cognitive task complexity and written output in Italian and French as a foreign language284 cited

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2010Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing282 cited

2011Task complexity and linguistic and discourse features of narrative writing performance270 cited

2013The Cognition Hypothesis: A Synthesis and Meta‐Analysis of Research on Second Language Task Complexity250 cited

2011Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence250 cited

2017Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency: A research synthesis and meta-analysis241 cited

2010Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions237 cited

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

2016Taking Technology to Task: Technology-Mediated TBLT, Performance, and Production228 cited