Investigating second language comprehension within the conceptual framework of Cognition Hypothesis

Supervisor: Dr Nadia Mifka-Profozic

A) Rationale for the project

Much of the research into task-based language teaching has been conducted within the framework of Robinson’s Cognition hypothesis (2003, 2007, 2011) which predicts that more complex tasks in terms of cognitive demands will promote second language development by increasing accuracy and complexity of L2 learner production. In this regard Robinson’s hypothesis is contrasted to Skehan’s Limited Capacity hypothesis (1996). The construct of cognitive complexity has been further elaborated and tested in the Triadic Componential framework for task design and classification in which cognitive complexity of tasks is argued to increase either along resource-dispersing or resource-directing dimensions. This claim has been supported by evidence obtained in a number of studies that measured language development in terms of accuracy and complexity via production in a pretest-posttest experimental design. Language comprehension has remained an unexplored area within the Triadic Componential Framework of task design. The aim of the proposed study is to examine whether Robinson’s Cognition hypothesis can be confirmed in tasks involving second language comprehension (via reading or listening). Will the Triadic Componential framework and the proposed sequencing of tasks promote language development in tasks in which the primary focus is on comprehension? To objectively measure the level of task complexity, a dual-mode task methodology and eye-tracking will be used along with the participants’ self-rating.

The design of less cognitively demanding and more cognitively demanding pedagogic tasks will involve both explicit measures of comprehension and more implicit measures of processing during comprehension. For this purpose either eye-tracking or self-paced reading can be used.

B) References that should be read (if you do not have access to these, please email nadia.mifka-profozic@york.ac.uk)

Gilabert, R., Barόn, J., and Levkina, M. (2011). Manipulating task complexity across task types and modes. In P. Robinson (ed.) Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance (pp. 105-138). Amsterdam: John Benjamins.

Robinson, P. (2003). The Cognition Hypothesis, task design and adult task-based language learning. Second Language Studies, 21 (2), 45-107.

Robison, P. (2005). Cognitive complexity and task sequencing. Studies in a componential framework for second language task design. International Review of Applied Linguistics in Language Teaching, 43 (1), 1-32.

Robinson, P. (2011). Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance. Amsterdam: John Benjamins.