Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

2 results

  • 5 - Psychological Perspectives

  • from Part II - Theoretical Perspectives
  • Rod Ellis, University of Auckland, Peter Skehan, Birkbeck College, University of London, Shaofeng Li, Florida State University, Natsuko Shintani, Kansai University, Osaka, Craig Lambert, Curtin University, Perth
  • Book:
    Task-Based Language Teaching
    Published online:
    07 October 2019
    Print publication:
    17 October 2019, pp 129-154

  • Summary

    Individual learner factors play an important role in how a task is performed. This requires a perspective that draws on the theory and research that addresses the psychology of the learner – what we call the psychological perspective on TBLT. Chapter 5 surveys the large body of research on the role of cognitive aptitudes (including working memory) in mediating the effects of different instructional tasks on language performance and acquisition. The chapter will also discuss the influence of affective factors such as motivation and language anxiety on task performance and outcome. A key focus of this chapter is how these psychological variables mediate the performance of a task and the learning that results.