This book addresses the topic of cognitive task complexity as it has been investigated in second language (L2) task-based research. This interest is premised on the notion that communication tasks may differ systematically in the types and amounts of cognitive complexity they present to L2 learners, and these differences may have predictable effects on L2 performance, learning, and other outcomes. Adopting a research synthetic approach, the authors pursued the first ever comprehensive review of experimental and quasi-experimental studies, published over the first 30 years of relevant research, that drew comparisons between tasks designed to differ in levels and types of cognitive complexity. Findings from included studies (N = 296) illuminated critical patterns and gaps in the tasks, cognitive complexity operationalizations, outcome measures, and moderating variables investigated. Meta-analytic comparisons of the most replicated variables identified substantial beneficial as well as detrimental effects between a few task designs and certain measures of performance, uncovering heretofore unknown patterns of cause and effect. The book concludes with a detailed consideration of what is now known about L2 cognitive task complexity as well as the ways in which research should be improved, providing an essential interpretive benchmark and a foundation for future investigations.

Task-based needs analysis (TBNA) has been consolidated as a key area of inquiry for syllabus and task design over the last four decades. Despite numerous TBNA studies, only a handful of them have reported explicitly on the transfer from TBNA to actual task and syllabus design. How can we integrate TBNA outcomes in the decision-making process during design? How are tasks detected by NA to be selected and sequenced in a language program? What dimensions of target tasks should inform pedagogic task design? The twelve chapters in this book tackle the issue of transfer from TBNA to design, across educational and professional contexts, communities and languages, debunking some of the major myths surrounding TBNA. The book shows that TBNA and its transfer to design can work in general language and specific language contexts alike. It can integrate teachers’ and students’ perspectives and interests, across educational levels, within small and large institutions. This book will be particularly helpful for readers building language programs around the world.

This book addresses the topic of cognitive task complexity as it has been investigated in second language (L2) task-based research. This interest is premised on the notion that communication tasks may differ systematically in the types and amounts of cognitive complexity they present to L2 learners, and these differences may have predictable effects on L2 performance, learning, and other outcomes. Adopting a research synthetic approach, the authors pursued the first ever comprehensive review of experimental and quasi-experimental studies, published over the first 30 years of relevant research, that drew comparisons between tasks designed to differ in levels and types of cognitive complexity. Findings from included studies (N = 296) illuminated critical patterns and gaps in the tasks, cognitive complexity operationalizations, outcome measures, and moderating variables investigated. Meta-analytic comparisons of the most replicated variables identified substantial beneficial as well as detrimental effects between a few task designs and certain measures of performance, uncovering heretofore unknown patterns of cause and effect. The book concludes with a detailed consideration of what is now known about L2 cognitive task complexity as well as the ways in which research should be improved, providing an essential interpretive benchmark and a foundation for future investigations.

Task-based needs analysis (TBNA) has been consolidated as a key area of inquiry for syllabus and task design over the last four decades. Despite numerous TBNA studies, only a handful of them have reported explicitly on the transfer from TBNA to actual task and syllabus design. How can we integrate TBNA outcomes in the decision-making process during design? How are tasks detected by NA to be selected and sequenced in a language program? What dimensions of target tasks should inform pedagogic task design? The twelve chapters in this book tackle the issue of transfer from TBNA to design, across educational and professional contexts, communities and languages, debunking some of the major myths surrounding TBNA. The book shows that TBNA and its transfer to design can work in general language and specific language contexts alike. It can integrate teachers’ and students’ perspectives and interests, across educational levels, within small and large institutions. This book will be particularly helpful for readers building language programs around the world.