文章基本信息

标题：Cognitive Aspects Of Task-Based Syllabus Designs
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作者：Joara Martin Bergsleithner
期刊名称：Revista Língua & Literatura
印刷版ISSN：1415-8817
电子版ISSN：1984-381X
出版年度：2012
卷号：10
期号：15
页码：09-18
语种：Portuguese
出版社：Universidade Regional Integrada do Alto Uruguai e das Missões
摘要：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.