Revisiting the Cognition Hypothesis: Bridging a gap between the conceptual and the empirical. (3rd May 2018)

• Record Type: Journal Article
• Authors: Han, ZhaoHong; Kang, Eun Young
• Is Part Of: International journal of applied linguistics. Volume 28:Number 3(2018)
• Page Start: 391
• Page End: 405
• Publication Date: 2018-05-03
• Subjects: language complexity -- second language learners -- task complexity -- thought complexity; 과제복잡성 -- 언어복잡성 -- 생각복잡성 -- 제2 학습자; Applied linguistics -- Periodicals; 410
• DOI: 10.1111/ijal.12209
• Languages: English
• ISSNs: 0802-6106

Abstract

Abstract : Task‐based language learning has commanded ample attention in the field of instructed second language acquisition (ISLA) over the last two decades. Much of the research has centered on the Cognition Hypothesis, particularly testing out its key tenet that there is a correlation between task complexity and the syntactic complexity of task‐doers' or L2 learners' speech production. Extant studies, however, have led to inconclusive findings, and methodological inadequacy has generally been deemed the source of divergence. In this article, we take issue with this line of reasoning, arguing that the fundamental problem is theoretical more than methodological. We suggest that thought complexity rather than cognitive complexity should be investigated as a core construct mediating the task and language relationship in L2 learners.