Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
task
classification
taxonomy
theoretically motivated
promotes
language
learning
The Triadic Componential Framework
Distinguishes three broad categories, and
subcategories, of task characteristics
1) Task Complexity concerns cognitive factors
affecting their intrinsic cognitive challenge (e.g., doing
simple addition versus calculus). There are two
subcategories of task complexity.
Resource- directing variables make cognitive
conceptual demands (e.g. + intentional reasoning)
which direct learner attention and effort at
conceptualization in ways which the linguistic L2
system can help them meet (e.g., through the use
cognitive state terms and complement constructions-
she suspected, believed, realized that, etc. to reason
about mental states guiding behavior).
In contrast Resource-dispersing variables make
performative procedural demands which increase task
complexity but without directing learner attention and
effort at conceptualization to any particular aspects of
language code (e.g. - planning time)
+ planning - planning
+ prior knowledge -prior knowledge
+ single task - single task
3 4
LOW PERFORMA TIVE AND HIGH PERFORMA TIVE AND
HIGH DEV ELOPME NTA L HIGH DEV ELOPME NTA L
COMP LEXITY COMP LEXITY
+ planning - planning
+ prior knowledge - prior knowledge
+ single task - single task
1 2
LOW PERFORMA TIVE AND HIGH PERFORMA TI VE AND
LOW DEV ELOPMENT AL LOW DEV ELOPMENT AL
COMP LEXITY COMP LEXITY
A specific example:Increasingly cognitively
complex versions of a direction giving map
task
Let’s say the target task is to give passenger directions
to a driver on how to find a location, using a road map,
while driving through an unknown area. The first version
performed is simple on all dimensions. Then the three
resource-dispersing dimensions are each increased in
complexity, and finally the resource-directing dimension.
Simple Complex
Dimensions 1 2 3 4 5
of complexity
plannin g time + - - - -
(before speaking)
single task + + - - -
(route marked)
prior knowledge + + + - -
( a famili ar area)
few elements + + + + -
(a small area)
(simplified data/map) (authentic data/map)
Selected issues for research
- Do the Task Complexity characteristics described, and
combinations of them on resource-directing and resource
dispersing dimensions, result in the predicted effects on
learning and performance across a wide variety of
carrier content. One could look at this in terms of +
intentional reasoning first with, and then without planning
time for different content domains of intentional reasoning
(summarizing a dispute during a business meeting about
contract terms versus summarizing a dispute during an
office party about who should drive who home).
- Are the task characteristics I have described
operationally feasible during decisions about materials
design and operationally reliable across different
contexts and programs?
- Are the task characteristics descriptively adequate to
the job of reducing target task demands to pedagogic
task versions?
- Is sequencing increases in performative resource-
directing dimensions of complexity first, followed by
resource-directing dimensions the optimal option?
What would be the learning and performance effects
of the reverse choice?
- How are the abilities contributing to successful task
performance on the dimensions of cognitive
complexity and interactional demands to be identified,
and used in the assessment of task-aptitude
profiles?
- Do the task characteristics and pedagogic task
sequences such as those described lead to transfer
of complex task performance outside the task-
based classroom?
Cognition Hypothesis references
Robinson, P. (1995a). Task complexity and second language narrative discourse. Language Learning, 45, 99-140.
Robinson, P. (1995b). Attention, memory and the 'noticing' hypothesis. Language Learning, 45, 283-331.
Robinson, P. (1996). (Ed.), Connecting tasks, cognition and syllabus design. Task complexity and second language syllabus deign: Data-based
studies and speculations. pp. 1-15. University of Queensland Working Papers in Language and Linguistics (Special issue).
Robinson, P. (2001a). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework.
Applied Linguistics, 22, 27-57.
Robinson, P. (2001b). Task complexity, cognitive resources, and syllabus design: A triadic framework for investigating task influences on SLA.
In P. Robinson (Ed.), Cognition and second language instruction, (pp. 287-318). Cambridge: Cambridge University Press.
Robinson, P. (2001c). Individual differences, cognitive abilities, aptitude complexes, and learning conditions in SLA. Second Language Research,
17, 368-392.
Robinson, P. (2003a). Attention and memory during SLA. In C. Doughty & M.H.Long (Eds.), Handbook of second language acquisition, (pp.631-
678).
Oxford: Blackwell.
Robinson, P. (2003b). The Cognition Hypothesis, task design and adult task-based language learning. Second Language Studies, 21, (2), 45-107.
Robinson, P. (2005a). Cognitive complexity and task sequencing: A review of studies in a Componential Framework for second language task
design. International Review of Applied Linguistics, 43,1-32.
Robinson, P. (2005b). Aptitude and second language acquisition. Annual Review of Applied Linguistics, 25, 46-73.
Robinson, P. (2007a). Criteria for classifying and sequencing pedagogic tasks. In M.P. Garcia Mayo (Ed.), Investigating tasks in formal language
learning, (pp. 7-27). Clevedon: Multilingual Matters.
Robinson, P. (2007b). Aptitudes, abilities, contexts and practice. In R.M. DeKeyser (Ed.), Practice in second language learning:
Perspectives from applied linguistics and cognitive psychology. (pp. 256-286). Cambridge: Cambridge University Press.
Robinson, P. (2007c). Task complexity, theory of mind, and intentional reasoning: Effects on speech production, interaction, uptake and perceptions
of task difficulty. In P. Robinson, & R. Gilabert (Eds.), Task complexity, the Cognition Hypothesis and second language instruction.
Guest-edited special issue. International Review of Applied Linguistics 45, 193-215. Berlin: Mouton DeGruyter.
Robinson, P. (in press). Syllabus design. In M.H. Long & C. Doughty (Eds.), Handbook of second and foreign language teaching. Oxford:
Blackwell.
Robinson, P. & Ellis, N.C. (2008). Conclusions: Cognitive Linguistics, Second Language Acquisition and L2 instruction-Issues for research. In
P.Robinson & N.C.Ellis (Eds.), The Handbook of Cognitive Linguistics and Second Language Acquisition, (pp. 489-546). London: Routledge.
Robinson, P. & Gilabert, R. (2007a). Task complexity, the Cognition Hypothesis and second language learning and performance. In P. Robinson,
& R. Gilabert (Eds.), Task complexity, the Cognition Hypothesis and second language instruction. Guest-edited special issue International
Review of Applied Linguistics 45, 161-177. Berlin: Mouton DeGruyter.
Robinson, P., & Gilabert, R. (2007b). (Eds.), Task complexity, the Cognition Hypothesis and second language instruction. Guest-edited special issue
International Review of Applied Linguistics . Berlin: Mouton DeGruyter.
Robinson, P., Ting, S.C-C., & Urwin, J. (1995). Investigating second language task complexity. RELC Journal, 26, 62-79.