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ERIC Number: EJ1135474
Record Type: Journal
Publication Date: 2013-Jun
Pages: 38
Abstractor: As Provided
ISSN: ISSN-0023-8333
The Cognition Hypothesis: A Synthesis and Meta-Analysis of Research on Second Language Task Complexity
Jackson, Daniel O.; Suethanapornkul, Sakol
Language Learning, v63 n2 p330-367 Jun 2013
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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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A