Cognitive Task Complexity and Second Language Performance: Understanding L2 Learner Affect and Engagement (ESL & Applied Linguistics Professional Series)

-

ISBN 10: 1032815140 / ISBN 13: 9781032815145

Verlag: Routledge -, 2025

Beschreibung

Bestandsnummer des Verkäufers 6666-GRD-9781032815145

Bibliografische Details

• Titel: Cognitive Task Complexity and Second Language Performance: Understanding L2 Learner Affect and Engagement (ESL & Applied Linguistics Professional Series)
• Verlag: Routledge -
• Erscheinungsjahr: 2025
• Sprache: Englisch
• ISBN-10: 1032815140
• ISBN-13: 9781032815145
• Einband: paperback
• Zustand: New

Über diesen Titel

Inhaltsangabe

Cognitive Task Complexity and Second Language Performance provides an overview of research focusing on the effects of cognitive task complexity (CTC) on second language (L2) performance. The edited volume brings together renowned scholars in the field who present data-driven insights into the intricate relationships between CTC and L2 performance, drawing on a combination of empirical studies and theoretical analyses.

Each section summarizes the intersection of task complexity frameworks and models of second language production; synthesizes critical issues and research findings; and moves beyond the routine discussion of task complexity features and models of speaking, extending the discussion to the interface of task complexity features and (a) learner engagement, (b) virtual interaction, and (c) corpus linguistics. It also delves into the interface of CTC and technology, exploring how digital tools and resources can enhance task complexity and ultimately impact L2 performance. Overall, this edited volume not only consolidates the existing research on CTC and L2 performance but also highlights areas that require further investigation.

In charting a course for future research and pedagogy, the book is a valuable resource for students, scholars, researchers, and practitioners seeking to deepen their understanding of CTC and its impact on second language acquisition.

Über die Autorin bzw. den Autor

Mark D. Johnson is Associate Professor of TESOL and Applied Linguistics in the Department of English at East Carolina University, where he teaches linguistics and TESOL classes. His research focuses on cognition in second language writing.

Mahmoud Abdi Tabari is Teaching Assistant Professor of TESOL and Writing Studies in the Department of English at the University of Nevada, Reno (UNR). His research focuses on second language acquisition, second language writing, and task-based language teaching.