This chapter discusses how the Cognition Hypothesis can be applied in the study of L2 speech production. The paper presents a bilingual model of speech production, which also incorporates psycholinguistic processes involved in dialogic interactions, and discusses how attention is allocated in producing L1 and L2 speech. It is then argued that the Cognition Hypothesis can be supported by theoretical considerations and empirical findings from the psycholinguistic study of speech production. The chapter shows how tasks increasing in complexity along resource-directing dimension can enhance second language learning through the extension of the L2 conceptuals system, which in turn triggers lexical, syntactic and morphological development by driving learners to make new form-meaning connections and by providing practice opportunities.
Zhang, Weiwei, Lawrence Jun Zhang & Aaron J. Wilson
2024. Strategic competence, task complexity, and foreign language learners’ speaking performance: a hierarchical linear modelling approach. Applied Linguistics Review 15:3 ► pp. 1121 ff.
2023. Efeitos da repetição procedimental e da complexidade cognitiva da tarefa no desempenho oral em português língua estrangeira: estudo exploratório . Diacrítica 36:2 ► pp. 9 ff.
Zhang, Weiwei & Aaron Wilson
2023. From self-regulated learning to computer-delivered integrated speaking testing: Does monitoring always monitor?. Frontiers in Psychology 14
Awwad, Anas & Parvaneh Tavakoli
2022. Task complexity, language proficiency and working memory: Interaction effects on second language speech performance. International Review of Applied Linguistics in Language Teaching 60:2 ► pp. 169 ff.
Zhang, Weiwei, Meijuan Zhao & Ye Zhu
2022. Understanding Individual Differences in Metacognitive Strategy Use, Task Demand, and Performance in Integrated L2 Speaking Assessment Tasks. Frontiers in Psychology 13
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching,
2021. Automation of Function Assignment in the Models of Speech Production and Second Language Acquisition. Education Research International 2021 ► pp. 1 ff.
Lambert, Craig, Scott Aubrey & Paul Leeming
2021. Task Preparation and Second Language Speech Production. TESOL Quarterly 55:2 ► pp. 331 ff.
PANG, FRANCINE & PETER SKEHAN
2021. Performance Profiles on Second Language Speaking Tasks. The Modern Language Journal 105:1 ► pp. 371 ff.
Sitorus, Nurhayati
2021. The Students’ Errors in Speech Production on Interpersonal Speaking Class. Jurnal Studi Guru dan Pembelajaran 4:2 ► pp. 297 ff.
Skehan, Peter
2021. The Psycholinguistics of Task-Based Performance. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 3 ff.
2020. Functions of oral monologic tasks: Effects of topic familiarity on L2 speaking performance. Language Teaching Research 24:6 ► pp. 745 ff.
Qiu, Xuyan
2022. Picture or non-picture? The influence of narrative task types on lower- and higher-proficiency EFL learners’ oral production
. International Review of Applied Linguistics in Language Teaching 60:2 ► pp. 383 ff.
2019. The Social Lives of Adolescent Study Abroad Learners and Their L2 Development. The Modern Language Journal 103:4 ► pp. 739 ff.
Wang, Zhan, Peter Skehan & Gaowei Chen
2019. The effects of hybrid online planning and L2 proficiency on video-based speaking task performance. Instructed Second Language Acquisition 3:1 ► pp. 53 ff.
Torres, Julio
2018. The Effects of Task Complexity on Heritage and L2 Spanish Development. The Canadian Modern Language Review 74:1 ► pp. 128 ff.
Kormos, Judit & Yvonne Préfontaine
2017. Affective factors influencing fluent performance: French learners’ appraisals of second language speech tasks. Language Teaching Research 21:6 ► pp. 699 ff.
Lambert, Craig, Judit Kormos & Danny Minn
2017. TASK REPETITION AND SECOND LANGUAGE SPEECH PROCESSING. Studies in Second Language Acquisition 39:1 ► pp. 167 ff.
Lee, Josephine & Alfred Rue Burch
2017. Collaborative Planning in Process: An Ethnomethodological Perspective. TESOL Quarterly 51:3 ► pp. 536 ff.
Préfontaine, Yvonne & Judit Kormos
2015. The Relationship Between Task Difficulty and Second Language Fluency in French: A Mixed Methods Approach. The Modern Language Journal 99:1 ► pp. 96 ff.
Révész, Andrea, Rebecca Sachs & Mika Hama
2014. The Effects of Task Complexity and Input Frequency on the Acquisition of the Past Counterfactual Construction Through Recasts. Language Learning 64:3 ► pp. 615 ff.
Jackson, Daniel O. & Sakol Suethanapornkul
2013. The Cognition Hypothesis: A Synthesis and Meta‐Analysis of Research on Second Language Task Complexity. Language Learning 63:2 ► pp. 330 ff.
DECLERCK, MATHIEU & JUDIT KORMOS
2012. The effect of dual task demands and proficiency on second language speech production. Bilingualism: Language and Cognition 15:4 ► pp. 782 ff.
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