SYSTEMATIC REVIEW ARTICLE The Cognition Hypothesis: A Synthesis and Meta-Analysis of Research on Second Language Task Complexity  

Oleh:

Jackson, Daniel O. ; Suethanapornkul, Sakol

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 63 no. 2 (2013), page 330–367.
Topik: task-based language teaching; Cognition Hypothesis; synthesis; metaanalysis
Fulltext: 63_02_Jackson.pdf (253.49KB)

Isi artikel

This study employed synthetic and meta-analytic techniques to review the literature on the Cognition Hypothesis, which predicts that increasing task complexity influences the quality of second language production. Based on 8 inclusion criteria, 17 published studies were synthesized according to key features. A subset of these studies (k = 9) was also meta-analyzed to investigate the overall effects of raising resource-directing task demands on learner output during monologic tasks. The synthesis of 17 primary studies revealed an assortment of treatments and measures.Among the 9 comparable studies, the meta-analysis uncovered small positive effects for accuracy and small negative effects for fluency. This lends support to the Cognition Hypothesis; however, the present study also disconfirms predictions regarding syntactic complexity. Implications for research and pedagogy are discussed

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