Second Language Task Complexity -- Editorial page -- Title page -- LCC data -- Table of contents -- List of contributors -- Acknowledgements -- Series editors' preface to Volume 2 -- Part 1. Cognition, task complexity, language learning, and performance -- Chapter 1. Second language task complexity, the Cognition Hypothesis, language learning, and performance -- Introduction: Task analysis, task characteristics and task complexity -- Task analysis and task-based program design -- Task complexity, the Cognition Hypothesis, and task sequencing -- The Triadic Componential Framework for task classification -- Task characteristics that direct attention to language -- Intentional reasoning -- Spatial reasoning -- The Here-and-Now and the There-and-Then -- Task characteristics that disperse attention over non-linguistic task demands -- Combining task characteristics and researching sequencing effects -- The Cognition Hypothesis, task-based language learning, and performance -- Issues in researching and measuring the effects of task complexity on learning and performance -- Researching and measuring language production -- Researching and measuring interaction and learning opportunities -- Researching the effects of learner factors on task-based learning and performance -- Cognitive abilities and task difficulty -- Affective factors and task difficulty -- The chapters in this book -- References -- Chapter 2. Speech production and the Cognition Hypothesis -- Introduction -- The model of second language speech production -- General characteristics of speech production in L2 -- Knowledge stores in L2 speech production -- Encoding second language speech -- Conceptualization -- Encoding -- Monitoring -- Speaker-hearer interaction in speech production -- The role of attention in speech production -- Speech production and the Cognition Hypothesis -- Conclusion.

References -- Chapter 3. Corpus-driven methods for assessing accuracy in learner production -- Introduction -- A constructionist perspective on language -- Previous research -- L2 production research beyond the word -- Corpus studies of phraseology in L2 production -- Corpus-based studies on constructions in L2 production -- A constructionist approach to accuracy in L2 production -- Measuring accuracy: Collostructional analysis -- Case studies -- Ditransitive and prepositional dative in L1 and L2 production -- Infinitival and gerundial complementation in L1 and L2 production -- Discussion -- How learners' production becomes more accurate -- Implications for task design -- References -- Part 2. Researching the effects of task complexity across task types and modes of L2 performance -- Chapter 4. Task complexity and linguistic performance in L2 writing and speaking -- Introduction -- The study -- Research questions and hypotheses -- Participants and tasks -- Measures of linguistic performance -- Results -- Discussion -- References -- Chapter 5. Manipulating task complexity across task types and modes -- Introduction -- Task complexity and the Cognition Hypothesis -- Task complexity and monologic performance -- Evidence of the effect of increasing Task complexity on dialogic performance -- Research questions and hypotheses -- Experimental design -- Participants -- Materials -- Procedures -- Measures -- Statistical instruments, analyses, transcription and coding -- Results -- Research question 1 -- Research question 2 -- Research question 3 -- Discussion -- Research question 1 -- Research question 2 -- Research question 3 -- Limitations and conclusions -- Acknowledgments -- References -- Appendix A -- Appendix B -- Part 3. Researching the effects of task complexity on L2 interaction, modified output, and uptake.

Chapter 6. Effects of task complexity and interaction on L2 performance -- 1. Attention and task performance -- 1.1 Cognitive task complexity -- 1.2 Interaction -- 1.3 Task complexity and interaction -- 2. The present study -- 2.1 Experimental design -- 3. Results -- 3.1 Effects on linguistic complexity -- 3.2 Effects on accuracy -- 3.3 Effects on fluency -- 4. Discussion -- 4.1 Effects of increased task complexity -- 4.2 Interaction and L2 performance -- 5. Conclusion and directions for future research and practice -- References -- Appendix: Example of tasks -- Chapter 7. Task complexity, modified output, and L2 development in learner-learner interaction -- Introduction -- Theoretical background -- Research in modified output and L2 learning -- Research in task complexity and interaction -- Method -- Participants -- Design -- Target structures -- Treatment tasks -- Testing materials -- Scoring and coding -- Results -- Discussion -- Limitations -- Conclusion -- References -- Chapter 8. Task complexity, uptake of recasts, and L2 development -- Introduction -- Interaction and SLA -- Learners' responses to feedback: Empirical results -- Task complexity and uptake -- Research questions and hypotheses -- Methodology -- Design -- Participants -- Target form -- Treatment -- Assessment tasks -- Data analysis -- Data collection procedures -- Statistical analyses -- Results -- Description of the data -- Task complexity and uptake -- Uptake and second language development -- Task complexity, uptake, and second language development -- Discussion -- Limitations and future research -- References -- Part 4. Researching the influence of learner characteristics and perceptions on simple and complex L2 task performance -- Chapter 9. When individual differences come into play -- Theoretical background -- Tasks -- Creativity -- Methods -- Participants -- Instruments.

Creativity test -- Oral narrative tasks -- Procedures -- Analysis -- Measures of task performance -- Results and discussion -- Comparing the cognitively less and more complex tasks -- Correlations of creativity and task performance -- Conclusion -- Practice - Pedagogical implications -- References -- Chapter 10. Working memory capacity and narrative task performance -- Introduction -- Background to the study -- Method -- Participants -- Instruments -- Procedures -- Analysis -- Results -- Discussion and conclusion -- Acknowledgement -- References -- Chapter 11. Task complexity, language anxiety, and the development of the simple past -- Introduction -- The Cognition Hypothesis -- Language anxiety -- Methods -- Participants -- Target linguistic structure -- Materials -- Procedure -- Data coding and analysis -- Language anxiety -- Results -- Identifying anxiety groups -- Learners' production of past tense morphology on the pretest -- Discussion -- References -- Chapter 12. Examining the influence of intentional reasoning demands on learner perceptions of task difficulty and L2 monologic speech -- Introduction -- Research on learner perceptions of task difficulty within TBLT -- Research questions and hypotheses -- Methodology -- Participants -- Materials -- Procedures -- Experimental design for the present study -- Production measures and task-difficulty questionnaires -- Results of the present study -- The effect of IR on learner perceptions of task difficulty -- Correlations between task difficulty and L2 production -- Correlations between task difficulty and L2 production under different task conditions -- Discussion and implications -- Limitations of the present study -- Acknowledgement -- References -- Author note -- Appendices -- Appendix D. Instructions for the No Reasoning Task.

When you report to the president, please keep in mind the following points -- Appendix E. Instructions for the Simple and CRT -- When you report to the president, please keep in mind the following points -- Author index -- Subject index.