Cognitive Aspects Of Task-Based Syllabus Designs

Authors

  • Joara Martin Bergsleithner

Abstract

This article reviews some issues on cognitive aspects of taskbased 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 learning and development.

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Published

2012-04-11

How to Cite

Bergsleithner, J. M. (2012). Cognitive Aspects Of Task-Based Syllabus Designs. Revista Língua&Literatura, 10(15), p. 09–18. Retrieved from https://revistas.fw.uri.br/revistalinguaeliteratura/article/view/83

Issue

Vol. 10 No. 15 (2008): Aspectos Cognitivos na Aquisição da Linguagem

Section

Artigos

License

Licença Creative Commons

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