Cognitive Aspects Of Task-Based Syllabus Designs

Detalhes bibliográficos
Autor(a) principal: Bergsleithner, Joara Martin
Data de Publicação: 2012
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Língua & Literatura (Online)
Texto Completo: http://revistas.fw.uri.br/index.php/revistalinguaeliteratura/article/view/83
Resumo: 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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spelling Cognitive Aspects Of Task-Based Syllabus DesignsThis 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.Universidade Regional Integrada do Alto Uruguai e das MissõesBergsleithner, Joara Martin2012-04-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliação por Paresapplication/pdfapplication/pdfhttp://revistas.fw.uri.br/index.php/revistalinguaeliteratura/article/view/83Revista Língua&Literatura; v. 10, n. 15 (2008): Aspectos Cognitivos na Aquisição da Linguagem; p. 09-18Revista Língua&Literatura; v. 10, n. 15 (2008): Aspectos Cognitivos na Aquisição da Linguagem; p. 09-181984-381x1415-8817reponame:Revista Língua & Literatura (Online)instname:Universidade Regional Integrada do Alto Uruguai e das Missões (URI)instacron:URIporhttp://revistas.fw.uri.br/index.php/revistalinguaeliteratura/article/view/83/160http://revistas.fw.uri.br/index.php/revistalinguaeliteratura/article/view/83/161info:eu-repo/semantics/openAccess2012-04-18T18:41:11Zoai:ojs.200.203.105.109:article/83Revistahttp://revistas.fw.uri.br/index.php/revistalinguaeliteraturaPUBhttp://revistas.fw.uri.br/index.php/revistalinguaeliteratura/oailinguaeliteratura@uri.edu.br||fachel@uri.edu.br1984-381X1415-8817opendoar:2012-04-18T18:41:11Revista Língua & Literatura (Online) - Universidade Regional Integrada do Alto Uruguai e das Missões (URI)false
dc.title.none.fl_str_mv Cognitive Aspects Of Task-Based Syllabus Designs
title Cognitive Aspects Of Task-Based Syllabus Designs
spellingShingle Cognitive Aspects Of Task-Based Syllabus Designs
Bergsleithner, Joara Martin
title_short Cognitive Aspects Of Task-Based Syllabus Designs
title_full Cognitive Aspects Of Task-Based Syllabus Designs
title_fullStr Cognitive Aspects Of Task-Based Syllabus Designs
title_full_unstemmed Cognitive Aspects Of Task-Based Syllabus Designs
title_sort Cognitive Aspects Of Task-Based Syllabus Designs
author Bergsleithner, Joara Martin
author_facet Bergsleithner, Joara Martin
author_role author
dc.contributor.none.fl_str_mv
dc.contributor.author.fl_str_mv Bergsleithner, Joara Martin
dc.subject.none.fl_str_mv


description 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.
publishDate 2012
dc.date.none.fl_str_mv 2012-04-11
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv http://revistas.fw.uri.br/index.php/revistalinguaeliteratura/article/view/83
url http://revistas.fw.uri.br/index.php/revistalinguaeliteratura/article/view/83
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://revistas.fw.uri.br/index.php/revistalinguaeliteratura/article/view/83/160
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dc.publisher.none.fl_str_mv Universidade Regional Integrada do Alto Uruguai e das Missões
publisher.none.fl_str_mv Universidade Regional Integrada do Alto Uruguai e das Missões
dc.source.none.fl_str_mv Revista Língua&Literatura; v. 10, n. 15 (2008): Aspectos Cognitivos na Aquisição da Linguagem; p. 09-18
Revista Língua&Literatura; v. 10, n. 15 (2008): Aspectos Cognitivos na Aquisição da Linguagem; p. 09-18
1984-381x
1415-8817
reponame:Revista Língua & Literatura (Online)
instname:Universidade Regional Integrada do Alto Uruguai e das Missões (URI)
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instname_str Universidade Regional Integrada do Alto Uruguai e das Missões (URI)
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reponame_str Revista Língua & Literatura (Online)
collection Revista Língua & Literatura (Online)
repository.name.fl_str_mv Revista Língua & Literatura (Online) - Universidade Regional Integrada do Alto Uruguai e das Missões (URI)
repository.mail.fl_str_mv linguaeliteratura@uri.edu.br||fachel@uri.edu.br
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