Second language task complexity: researching the cognition hypothesis of language learning and performance

摘要

As the field of task-based language teaching (TBLT) has grown during the past two decades, understanding the effects of task complexity on second language (L2) development has become more relevant for educators and researchers. Intended for the novice as well as the erudite specialist, this clearly written and well-organized book presents 12 carefully selected chapters addressing the theoretical motivations and methodological issues in task complexity and second language acquisition research, as well as a diverse selection of empirical studies examining the various aspects of the cognition hypothesis and its predictions on language development and performance.