CAERe - Assessing task-generated cognitive load and processes in second language speaking and writing

14 May 2015, 3.00 PM - 14 May 2015, 4.30 PM

Andrea Révész, Institute of Education, University of London

1.20, 35 Berkeley Square

Time: 3 - 4:30pm.

Abstract: In the past twenty years, the field of instructed second language (L2) acquisition has seen an increasing interest in the construct of task as a pedagogical tool for promoting L2 learning. Much of the empirical research has been inspired by cognitive-interactionist models for task-based language learning (Skehan, 1998, 2009; Robinson, 2001, 2011). The primary concern of such frameworks is to explain how cognitive task demands can affect L2 processes and outcomes, with the ultimate goal of informing task-based syllabus design. So far, however, empirical research investigating task-based models has mainly been concerned with exploring the relationship between task features and linguistic outcomes. Little research exists that has attempted to examine the processes that tasks may generate, and how such processes might relate to the outcomes of task-based performance and learning. In this talk, drawing on my own and others’ work, I will discuss and demonstrate how triangulating data obtained via various methods, such as eye-tracking, dual task methodology, key-stroke logging, questionnaires, and verbal protocols, may help explore links between task processes and products in L2 speaking and writing. I will argue that the integration of multiple data sources enables researchers to arrive at more valid conclusions about cognitive-interactionist models of task-based language teaching and more sound implications for L2 teaching.

Biography: Andrea Révész is a Lecturer in Applied Linguistics at the UCL Institute of Education, University of London. Her main research interests lie in the interface of second language acquisition and second language instruction, with particular emphasis on task-based language teaching and the roles of interaction, corrective feedback, and individual differences in SLA. Her work has appeared in journals such as Applied Linguistics, Language Learning, The Modern Language Journal, Studies in Second Language Acquisition, and TESOL Quarterly. She has also contributed to edited collections with chapters addressing issues on second language pedagogy, SLA, and applied linguistics research methods.

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Talia Isaacs

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