Cognitive Aspects Of Task-Based Syllabus Designs

Joara Martin Bergsleithner


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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Licença Creative Commons
Este trabalho foi licenciado com uma Licença Creative Commons - Atribuição-NãoComercial-SemDerivados 3.0 Não Adaptada. ISSN 1984-381X



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