Révész, Andrea;
(2021)
Exploring task-based cognitive processes.
TASK / Journal on Task-Based Language Teaching and Learning
, 1
(2)
pp. 266-288.
10.1075/task.21017.rev.
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Abstract
This paper argues that TBLT researchers should dedicate more effort to investigating the cognitive processes in which L2 learners engage during task work to facilitate theory-construction and to inform pedagogical practices. To help achieve this, a review follows of various subjective (questionnaires, interviews, think-aloud/stimulated recall protocols) and objective (dual-task methodology, keystroke-logging, eye-tracking) methods that are available to TBLT researchers to examine cognitive processes underlying task-based performance. The paper concludes that, to obtain a more valid understanding of task-generated cognitive processes, it is best to combine various methods to overcome the limitations of each. Finally, some methodological recommendations are provided for future cognitively-oriented TBLT research.
| Type: | Article |
|---|---|
| Title: | Exploring task-based cognitive processes |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1075/task.21017.rev |
| Publisher version: | https://doi.org/10.1075/task.21017.rev |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Dual-task methodology; eye-tracking; keystroke logging; methodology; task; triangulation; verbal protocols |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10146051 |
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