Peter Robinson

PETER ROBINSON.JPG

VIDEOS AND DOWNLOADS OF PAPERS

You can see videos of my lectures, and download some of my papers at the following sites:

agu4u.org

academia.edu

YouTube

Google Scholar

 

PHOTOS

OISE '09

 

SOME USEFUL LINKS

Some previous and upcoming Conferences

Individual Differences in Aptitude, Intelligence and Motivation: Effects on Second/Foreign Language Acquisition Conference, March, 1999

Pacific Second Language Research Forum (PacSLRF), 1992, 1996, 1998, 2001, 2006

American Association of Applied Linguistics (AAAL), Symposium on Cognitive linguistics and SLA, March, 2003

Pan-Korea English Teacher Association (PKETA) Annual Conference, Emerging Themes in TEFL Research, November, 2006

American Association of Applied Linguistics (AAAL), Symposium on Task Complexity and Instructed SLA, March, 2007

2nd International Conference on Task-Based Language Teaching (TBLT), University of Hawai'i, September, 2007

American Association of Applied Linguistics (AAAL), Symposium on Accuracy, Fluency and Complexity in SLA: Theoretical and Methodological Perspectives, March, 2008

33rd LAUD International Symposium on Cognitive Approaches to Second/Foreign Language Processing and Learning: Theory and Pedagogy, University of Koblenz-Landau, March, 2008

International Association of Applied Linguistics (AILA), Symposium on Constructional Approaches to Second Language Acquisition, August, 2008

American Association of Applied Linguistics (AAAL), Symposium on Replication Research in Applied Linguistics and SLA, March, 2009

American Association of Applied Linguistics (AAAL), Symposium on The Inseparability of Grammar and Vocabulary in Second Language Acquisition, March, 2009

The Third A. Guiora Language Learning—Max Planck Institute Roundtable Conference on the Cognitive Neuroscience of Language Learning: The Earliest Stages of Language Learning, Max Planck Institute for Psycholinguistics, Nijmegen, October, 2009

Applied Linguistics Association of Australia 35th Annual Congress, 'Future Directions in Applied Linguistics: Local and Global Perspectives', University of Queensland, Brisbane, July, 2010

Tainan University 2010 Conference on English Language Teaching, 'Contemporary Trends in English language Teaching: Theory and Practice', Taiwan, October, 2010

4th International Conference on Task-Based Language Teaching (TBLT)—Symposium on Task Sequencing, Time, and Second Language Development, University of Auckland, November, 2011

2011 Applied Linguistics Association of Korea (ALAK) International Conference, Seoul National University, November, 2011

Current and upcoming Linguistics and Language Acquisition Conferences (Linguist List)

Current and upcoming Cognitive Science Society Conferences

 

Research

The Cognition Hypothesis, the Fundamental Similarity Hypothesis and the Aptitude Complex Hypothesis

 

Podcasts

The Cognition Hypothesis and Task Design, March 2009

 

YouTube videos

The Cognition Hypothesis and instructed language learning (Session 2, Parts1-3)

 

Visit Aoyama Gakuin University

Aoyama Gakuin University Website

Aoyama Gakuin University, English Department Website

Peter Robinson, Graduate School Website

Class Materials: Lecture, Introduction

Class Materials: Lecture, First semester notes

Class Materials: Lecture, Second semester notes

 

PETER ROBINSON (take a look out of my office window) lives in Ebisu, Tokyo

Peter Robinson, born in London, England, was educated at the University of Wales, Cardiff (B.A. in Modern English Linguistics and Literature); the University of Nottingham (P.G.C.E. in English Education); the University of London, Institute of Education (M.A. in Applied Linguistics); and the University of Hawai'i (Ph.D. in Second Language Acquisition). He also holds an R.S.A. Certificate in Teaching English as a Foreign Language, and an R.S.A. Diploma in Teaching English for Specific Purposes. His research interests lie in the following areas: attention and awareness during instructed language learning; the psycholinguistics of L2 conceptualisation and speech production; SLA-relevant replications of basic research in cognitive science; the effects of task complexity and task sequencing on L2 learning and performance; taxonomic description in cognitive science and SLA; implicit and explicit modes of L2 learning; aptitude, individual differences in cognitive abilities, and the issue of matching learners to appropriate learning conditions; task-based second language syllabus design. Three hypotheses he has put forward that relate these areas (the Cognition Hypothesis, the Fundamental Similarity Hypothesis, and the Aptitude Complex/Ability Differentiation Hypothesis), and frameworks he has proposed for research into each of them, are described below along with references to papers and books of his motivating these Hypotheses and/or empirically exploring the predictions made by each.

HYPOTHESES AND FRAMEWORKS

 

EXPERIENCE

Current position

Professor of Linguistics and Second Language Acquisition (1996-1999 Associate Professor), Department of English, Aoyama Gakuin University, Shibuya, Tokyo (tenured on appointment). Teaching duties have included teaching undergraduate lectures and seminars in; Second language acquisition theory; Introduction to psycholinguistics; Language and the mind; Focus on form in communicative language teaching; Applied discourse analysis—Analyzing learner language; First and second language acquisition theories; Applied discourse analysis—Analyzing classroom SL learner interaction; and graduate seminars in Theories of second language acquisition; Applied psycholinguistics; Experimental SLA research design and analysis; Individual differences in SLA; Research topics in instructed SL development; Task complexity, task design and second langage learning and performance; Re-thinking for speaking—Relating events in second language narratives; Language, conceptualisation and the bilingual lexicon; Implicit and explicit second language learning; Input, interaction and instructed language learning; Age and the rate of second language learning; Second language task design—Measuring the effects of task demands on second language speech production and learning, supervision of undergraduate B.A. theses, graduate M.A. dissertations and Ph.D. dissertations and visiting scholar research.

 

Recent visiting positions

University of Barcelona, 2013 (visiting researcher); University of Amsterdam, 2011 (external doctoral examiner); Visiting Professor, University of Toronto/OISE, 2009 (graduate teaching); Visiting Professor, Temple University Japan, 2009 (Distinguished lecturer series, graduate teaching); Visiting Professor, University of Maryland/CASL, 2008 (research associate).

 

Editorial appointments

Editorial board member;

JALT Journal, (Japan Association of Language Teachers Press) 1998-2001;

Asian Journal of English Language Teaching, (Chinese University of Hong Kong Press) 1999-2003;

International Review of Applied Linguistics in Language Teaching (IRAL), (Mouton de Gruyter) 2000-present;

Modern Language Journal, (Blackwell) 2001-present;

Studies in Second Language Acquisition, (Cambridge University Press) 2003-present;

TESOL Quarterly, (TESOL Publishers) 2004-2006;

ITL, International Journal of Applied Linguistics, (University of Leuven/Peeters Academic) 2005-2013;

The Linguistics Journal, (Time Taylor International) 2006-2010;

Language Teaching Research, (Sage publications) 2011-present.

Editorial associate;

Behavioral and Brain Sciences, (Cambridge University Press) 1998-present.

Book series editorial committee;

Trends in Applied Linguistics, (Mouton de Gruyter) 2009-present.

Cognitive Linguistics in Practice, (John Benjamins) 2011-present.

Book series editor;

Cognitive Science and Second Language Acquisition, (Routledge/Taylor & Francis) 2004-present.

 

Academic Journal peer reviewing and commentary

Applied Linguistics, (Oxford University Press); Language Learning, (Blackwell); Studies in Second Language Acquisition, (Cambridge University Press); JALT Journal, (Japan Association of Language Teachers Press); Language Learning and Technology, (NFLRC, University of Hawai'i); Asian Journal of English Language Teaching, (Chinese University of Hong Kong Press); International Review of Applied Linguistics in Language Teaching (IRAL), (Mouton de Gruyter); Modern Language Journal, (Blackwell); Studies in Language Sciences, (Kurosio Publishers); TESOL Quarterly, (TESOL Publications); Behavioral and Brain Sciences, (Cambridge University Press); Language Teaching Research, (Sage Publications); ITL, International Journal of Applied Linguistics, (University of Leuven/ Peeters Academic); Learning and Individual Differences, (Elsevier Science); Lingua, (Elsevier Science); Cognitive Linguistics, (Mouton de Gruyter); Language Awareness, (Multilingual Matters); Pragmatics and Cognition, (John Benjamins); Language Testing (Sage Publications); AILA Review (John Benjamins); Bilingualism: Language and Cognition (Cambridge University Press); Memory & Cognition (Springer); Linguistic Approaches to Bilingualism (John Benjamins).

 

Academic book manuscript reviewing

Cambridge University Press, (Cambridge Applied Linguistics series); John Benjamins, (Language Learning and Teaching series); Routledge/ Taylor & Francis, (Second Language Acquisition Research Methodology series); Blackwell, (Linguistics series); Kluwer Academic, (Cognition and Language series); Routledge/Taylor & Francis, (Cognitive Science and Second Language Acquisition series); Palgrave Macmillan, (Applied Linguistics series): Cambridge University Press, (Cambridge Textbooks in Linguistics series); Mouton de Gruyter (Trends in Applied Linguistics series); Multilingual Matters, (Second Language Acquisition series); Wiley-Blackwell (Guides to Research Methods in Language and Linguistics series).

 

 

PUBLICATIONS

 

BOOKS, PUBLISHED AND IN PREPARATION

 

Task Sequencing and Instructed Second Language Learning. (to appear). (Edited collection, with Melissa Baralt and Roger Gilabert). London: Bloomsbury Publishing.

 

The Routledge Encyclopedia of Second Language Acquisition. (2013) (pp.xxiv + 756). New York/London: Routledge. (details).

 

Task-Based Language Learning. (2011) (Edited collection) (pp.iv + 226). Oxford: Wiley-Blackwell.(details).

 

Task-Based Language Learning. (2011) (Edited collection). Special Issue of Language Learning, 61 (Supplement 1). Oxford: Wiley-Blackwell.(details).

 

Tasks, Abilities, and Aptitudes — An Interactionist Perspective on L2 Research and Pedagogy. (to appear). New York/Berlin: Mouton De Gruyter.

 

Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance. (2011) (Edited collection) (pp. x + 345). Philadelphia/Amsterdam: John Benjamins. (details).

 

La Dimension Cognitiva en la Ensenanza de lenguas (Spanish translation of Cognition and Second Language Instruction) (2011). (Edited collection) (pp.439). Madrid: Editorial Edinumen/Cambridge University Press. (details).

 

The Handbook of Cognitive Linguistics and Second Language Acquisition. (2008). (Edited collection, with Nick C. Ellis) (pp.xvii + 565). New York/London: Routledge. (details).

 

Task Complexity, the Cognition Hypothesis and Second Language Instruction. (2007) (Edited collection, with Roger Gilabert). Special Issue of International Review of Applied Linguistics in Language Teaching (IRAL), 45, (3). Berlin: Mouton De Gruyter. (details).                 

 

Cognition and Second Language Instruction (Chinese reprint edition). (2006). (Edited collection) (pp. xxxxiv + 453). Beijing: Beijing World Publishing/Cambridge University Press. (details).

 

Language and Comprehension: Perspectives from Linguistics and Language Education. (2004).   (Co-authored, with Donald Smith, Shuichi Nobe, Gregory Strong, Minako Tani & Hiroshi Yoshiba) (pp. xiv + 292). Tokyo: Kurosio Publishing. (details).

 

Individual Differences and Instructed Language Learning. (2002). (Edited collection) (pp. xi + 385). Philadelphia/Amsterdam: John Benjamins. (Click image for details)

Cognition and Second Language Instruction. (2001). (Edited collection) (pp. x + 453). Cambridge: Cambridge University Press. (Click image for details).

Second Language Acquisition Research in Japan. (2001). (Edited collection, with Steven Ross and Mark Sawyer) (pp.vi + 180) Tokyo: Japan Association of Language Teachers Press.(Click image for details).

Individual Differences in Foreign Language Learning: Effects of Aptitude, Intelligence and Motivation. (2000). (Edited collection, with Steve Cornwell). (pp.ii+198). Tokyo: Aoyama Gakuin University.(details).

Representation and Process: Proceedings of the 3rd Pacific Second Language Research Forum, Vol 1. (1999). (Edited collection) (pp.vi + 335). Tokyo: PacSLRF.

Pragmatics and Pedagogy: Proceedings of the 3rd Pacific Second Language Research Forum, Vol 2. (1999). (Edited collection, with Nick Jungheim) (pp.vi + 313). Tokyo: PacSLRF.

NHK Kiso Eigo: Student’s Books and Tapescripts (April 1998-March 2000). (Contributor, with Matsuo Kimura-principle author, to two annual volumes-24 monthly issues-of the learning English by radio student materials). Tokyo: NHK.

 

English for Travel (Ryokou no Eikaiwa. (1997). (pp. 132). Tokyo: Oizumi Shoten. (Click image for details).

Consciousness, Rules, and Instructed Second Language Acquisition. (1996). (pp. xiv + 291). New York /Frankfurt: Peter Lang. (Click image for details).

Task Complexity and Second Language Syllabus Design: Data-based Studies and Speculations. (1996). (Edited collection) (pp. vi + 118). University of Queensland Working Papers in Language and Linguistics (Special Issue), Brisbane: CLTR. (click here for the full text of this collection/WORDdocument)

 

The Winter's Discontent. (1987). (pp. 56). Manchester: North West Arts Association of Great Britain/Platform Poets. (Click image for details).

 

BOOK CHAPTERS, PUBLISHED AND IN PREPARATION

 

'Rethinking-for-speaking and L2 task demands: The Cognition Hypothesis, task classification and task sequencing'. (To appear). In Martin Bygate (Ed.), Domains and Directions in the Development of TBLT: A Decade of Plenaries from the International Conference, (Chapter 4). Amsterdam/Philadelphia: John Benjamins.

 

'Learning to perform narrative tasks: A semester-long classroom study of L2 task seqiencing effects'. (To appear). (with Craig Lambert). In Melissa Baralt, Roger Gilabert & Peter Robinson (Eds.), Task Sequencing and Instructed Second Language Learning, (Chapter 8). London; Bloomsbury Publishing.

 

'Individual differences, aptitude complexes, SLA processes and aptitude test development'. (2012). In Miroslaw Pawlak (Ed.), New Perspectives on Individual Differences in Language Learning and Teaching, (Chapter 5, pp. 57 - 76). Oxford: Springer.

 

'Introduction to the encyclopedia —The scope and methods of inquiry'. (2013). In Peter Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition. (pp.xxii - xxiv). New York/London: Routledge.

 

'Attention and awareness in second language acquisition'. (2012) (with Susan Gass, Alison Mackey & Richard Schmidt). In Susan Gass & Alison Mackey (Eds.), Routledge Handbook of Second Language Acquisition, (Chapter 15, pp. 247 - 267). New York: Routledge.

 

'Syllabus design'. (2013). In Carol Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell.

 

'Aptitude in second language acquisition'. (2013). In Carol Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell.

 

'Task-based learning: Cognitive underpinnings'. (2013). (with Roger Gilabert). In Carol Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell.

 

'Task-based language learning: A review of issues'. (2011). In Peter Robinson (Ed.), Task-Based Language Learning. (Chapter 1, pp.1-36). Oxford: Wiley-Blackwell.

 

'Implicit Artificial Grammar and incidental natural second language learning — How comparable are they'. (2010). In Marianne Gullberg & Peter Indefrey (Eds.), The Earliest Stages of Language Learning, (Chapter 12, pp.245-263). Oxford: Wiley-Blackwell.

 

'Second language task complexity, the Cognition Hypothesis, language learning, and performance'. (2011). In Peter Robinson (Ed.), Second Language Task Complexity: Researching the Cognition Hypothesis of Second Language Learning and Performance. (Chapter 1, pp. 3-37). Philadelphia/Amsterdam: John Benjamins.

 

'Abilities to learn—Cognitive abilities'. (2012). In Norbert Seel (Ed.), Encyclopedia of the Sciences of Learning. New York/ Berlin: Springer Academic.

 

'Aptitude for second language learning'. (2011). In Fujiko Sano (Ed.), English Language Education in Japan, Vol. 5: Second Language Acquisition Research. Tokyo: JACET Publishing.

 

'Series Editor's Preface'. (2010). In Marianne Gullberg. Gestures in Second Language Acquisition . Cognitive Science and Second Language Acquisition Series. London/New York: Routledge.

 

'Series Editor's Preface'. (2010). In Norman Segalowitz. Cognitive Bases of Second Language Fluency (pp. xi-xii). Cognitive Science and Second Language Acquisition Series. London/New York: Routledge.

 

'Temporal cognition, grammaticization, and the development of language in the individual and the species'. (2010). In Tomohiro Kawabata (Ed.), New Directions in the Study of Language: Festschrift for Minoji Akimoto, (Chapter 11, pp. 319-331). Tokyo: Hitsuji Publishing.

 

'Situating and distributing cognition across task demands: The SSARC model of pedagogic task sequencing'. (2010). In Martin Putz & Laura Sicola (Eds.), Cognitive Processing in Second Language Acquisition: Inside the Learner's Mind, (Chapter 13, pp.239-264). Amsterdam/Philadelphia PA: John Benjamins.

 

'Generalizability and automaticity of second language learning under implicit, incidental, enhanced and instructed conditions'. Reprinted from Studies in Second Language Acquisition, 1997, 19, 233-247, Cambridge University Press. (2010). In Lourdes Ortega (Ed.), Second Language Acquisition: Critical Concepts in Linguistics, (Chapter 46). New York: Routledge.

 

'Focus on form: Theory, research and practice'. (with Michael H. Long). Reprinted from C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (1998) Cambridge University Press. (2010). In Lourdes Ortega (Ed.), Second Language Acquisition: Critical Concepts in Linguistics, (Chapter 77). New York: Routledge.

 

'Task complexity, cognitive resources and syllabus design: A triadic framework for examining task influences on SLA'. Reprinted from P.Robinson (Ed.), Cognition and Second Language Instruction (2001) Cambridge University Press. (2009). In Kris Van den Branden, Martin Bygate & John Norris (Eds.), Task-Based Language Teaching; A Reader, (Chapter 10, pp.193 - 226). Amsterdam/Philadelphia PA: John Benjamins.

 

'Syllabus design'. (2009). In Michael H. Long & Catherine  J. Doughty (Eds.), Handbook of Language Teaching, (Chapter 17, pp.294-310). Oxford: Wiley-Blackwell.

 

'Individual differences, aptitude complexes, SLA processes and the development of language learning aptitude tests'. (2009). In Miroslaw Pawlak (Ed.), New Perspectives on Individual Differences in Language Learning and Teaching,(Chapter 4, pp.89-109). Poznan: Adam Mickiewicz University Press. Republished (2011), New York/Berlin: Springer Academic.

 

'Time, tasks and the language learner'. (2009). In Megumi Kawate-Mierzejewska (Ed.), Proceedings of the 11th TUJ Conference on Applied Linguistics. (pp. 1 - 10). Tokyo: Temple University Japan.

 

'An introduction to Cognitive Linguistics second language acquisition and second language instruction'. (2008). (with Nick C. Ellis). In Peter Robinson & Nick C. Ellis (Eds.), Handbook of Cognitive Linguistics and Second Language Acquisition, (Chapter 1, pp. 1-26). New York/London: Routledge.

 

'Conclusions: Cognitive Linguistics, second language acquisition and L2 instruction—Issues for research'. (2008). (with Nick C. Ellis). In Peter Robinson & Nick C. Ellis (Eds.), Handbook of Cognitive Linguistics and Second Language Acquisition, (Chapter 19, pp. 489-545). New York/London: Routledge.

 

'Task complexity, intentional reasoning demands, theory of mind and the SSARC model of task-based syllabus design'. (2008). Preprint of the 33rd International LAUD Symposium on Cognitive Approaches to Second/Foreign Language Processing: Theory and Pedagogy, (pp. 636-686). Duisberg: LAUD.

 

'Attention and awareness'. (2007). In Janose Cenoz & Nancy Hornberger (Eds.), Encyclopedia of Language and Education, Volume 6: Knowledge about Language, (Chapter 10, pp. 120-131). New York/Berlin: Springer Academic.

 

'Aptitudes, abilities, contexts, and practice.' (2007). In Robert M. DeKeyser (Ed.), Practice in Second Language Learning: Perspectives from Applied Linguistics and Cognitive Psychology, (Chapter 10, pp. 256-286). New York/Cambridge: Cambridge University Press.

 

'Criteria for classifying and sequencing pedagogic tasks'. (2007). In Maria del Pilar Garcia-Mayo (Ed.), Investigating Tasks in Formal Language Learning, (Chapter 1, pp. 7-27). Clevedon, Avon: Multilingual Matters.                                   

 

‘The Cognition Hypothesis of task-based language learning: Implications for Focus-on-Form and language learning aptitude research’. (2006). In Junil Oh (Ed.), Emerging Themes in TEFL Research: Proceedings of the 2006 International Pan-Korea English Teacher Association Conference, (pp. 3-19). Pusan: PKETA. (Click on pages 9-24 of the sidebar for this link to read/download the plenary paper).

 

'Series Editor's Preface'. (2006). In Judit Kormos. Speech Production and Second Language Acquisition, (pp. xi-xii). Cognitive Science and Second Language Acquisition Series. Philadelphia, PA: Lawrence Erlbaum.                      

 

'Aptitude complexes, acquisition processes and instructed language learning contexts: Why existing aptitude tests need revising'. (2005). In H. Shinbo (Ed.), Psycholinguistics and SLA: Proceedings of the 2005 Japan Association of College English Teachers (JACET) Annual Summer Seminar, (Chapter 4, pp. 31-45). Tokyo: JACET Publishing.

'Cognitive prerequisites for incidental second language learning.' (2004). In Donald L. Smith, Shuichi Nobe, Peter Robinson, Gregory J. Strong, Minako Tani, & Hiroshi Yoshiba, Language and Comprehension: Perspectives from Linguistics and Language Education, (Chapter 7, pp. 141-186). Tokyo: Kurosio Publishing.

 

'Comprehension, cognitive complexity, and task-based language production and acquisition.' (2004). In Donald L. Smith, Shuichi Nobe, Peter Robinson, Gregory J. Strong, Minako Tani, & Hiroshi Yoshiba, Language and Comprehension: Perspectives from Linguistics and Language Education, (Chapter 8, pp. 187-240). Tokyo: Kurosio Publishing.

 

'Attention and memory during SLA.' (2003). In Catherine J. Doughty & Michael H. Long (Eds.), Handbook of Second Language Acquisition, (Chapter 19, pp. 630-678). Oxford: Blackwell.

 

‘Effects of individual differences in intelligence, aptitude and working memory on adult incidental SLA: A replication and extension of Reber, Walkenfeld and Hernstadt, 1991'. (2002). In Peter Robinson (Ed.), Individual Differences and Instructed Language Learning, (Chapter 10, pp. 211-266). Amsterdam: John Benjamins.

 

‘Learning conditions, aptitude complexes and SLA : A framework for research and pedagogy'. (2002). In Peter Robinson (Ed.), Individual Differences and Instructed Language Learning, (Chapter 6, pp. 113-135). Amsterdam: John Benjamins.

 

‘Introduction: researching individual differences and instructed learning'. (2002). In Peter Robinson (Ed.), Individual Differences and Instructed Language Learning, (Chapter 1, pp. 1-10). Amsterdam: John Benjamins.

 

‘The Cognition Hypothesis of task-based second language learning: Theory and research’. (2002). in Jay Kim (Ed.), English Teacher Development in Knowledge based Societies: Proceedings of the 2002 KEES Conference, (pp. 11-15). Chyongju: Korea National University of Education.

 

'The development of EAP oral discussion ability'. (with Gregory Strong, Jennifer Whittle & Shuichi Nobe) (2001). In John Flowerdew & Matthew Peacock (Eds.), Research Perspectives on English for Academic Purposes, (Chapter 16, pp. 347-360). New York: Cambridge University Press.

 

'Preface'. (2001). In Peter Robinson (Ed.), Cognition and Second Language Instruction, (pp. ix-x). Cambridge: Cambridge University Press.

 

'Task complexity, cognitive resources and syllabus design: A triadic framework for examining task influences on SLA.' (2001). In Peter Robinson (Ed.), Cognition and Second Language Instruction, (Chapter 10, pp. 285-317). Cambridge: Cambridge University Press.

 

'Second language acquisition research in Japan: theoretical issues'. (2001). (with Mark Sawyer & Steven Ross). In Peter Robinson, Mark Sawyer & Steven Ross (Eds.), Second Language Acquisition Research in Japan, (Chapter 1, pp. 7-25). Tokyo: JALT Applied Materials Series, Volume no. 4.

 

‘The scope of this collection: Some issues in individual differences research’. (2000). (with Steve Cornwell). In Steve Cornwell & Peter Robinson (Eds.), Individual Differences in Foreign Language Learning: Effects of Aptitude, Intelligence and Motivation, (pp.1-7). Tokyo: Aoyama Gakuin University.

 

'Second language classroom research in Japan: Issues, studies and prospects'. (1999). In Taiji Fujimura, Yoko Kato & Richard Smith (Eds.), Proceedings of the 10th IUJ Conference on Second Language Research, (pp.93-116). Tokyo: International University of Japan.

 

'Looking at real world tasks: Comparing task-based and skill-based instruction'. (1999). (with Gregory Strong & Jennifer Whittle). In Andrew Barfield (Ed.), Focus on the Classroom–Interpretations: Proceedings of JALT ’98, (pp.139-146). Tokyo: JALT Publications.

 

'Prior knowledge, pretasks and second language listening comprehension and processing'. (1999). (with Jianjun Urwin). In Nicholas Jungheim & Peter Robinson (Eds.), Second Language Acquisition—Pragmatics and Pedagogy: Proceedings of the 3rd Pacific Second Language Research Forum, Vol 2, (pp. 147-156). Tokyo: PacSLRF.

 

'Focus on form: Theory, research and practice'. (with Michael H. Long) (1998). In Catherine Doughty & Jessica Williams (Eds.), Focus on Form in Classroom SLA, (Chapter 2, pp.15-41). New York: Cambridge University Press.

 

'Focus on form: Keeping it simple, personal and useful'. (1996). In George M. Jacobs & R. Sundra Rajan (Eds.,) Who is the Most Talkative of Them All: Stories for Language Teacher Education,(pp.28-30). Singapore: RELC Publications.

 

'Introduction: Connecting tasks, cognition and syllabus design'. (1996). In Peter Robinson (Ed.), Task Complexity and Second Language Syllabus Design: Data-based Studies and Speculations, (pp.1-16). University of Queensland Working Papers in Language and Linguistics (Special Issue), Brisbane: CLTR.

 

'Three dimensions of second language task complexity.' (with Sarah Ting & Jianjun Urwin) (1996). In Peter Robinson (Ed.), Task Complexity and Second Language Syllabus Design: Data-based Studies and Speculations, (pp.17-36). University of Queensland Working Papers in Language and Linguistics (Special Issue), Brisbane: CLTR.

 

'Task-based testing, performance-referencing and ESL program development.' (1996). In Peter Robinson (Ed.), Task Complexity and Second Language Syllabus Design: Data-based Studies and Speculations, (pp.95-116). University of Queensland Working Papers in Language and Linguistics (Special Issue), Brisbane: CLTR.

 

'Aptitude, awareness and the fundamental similarity of implicit and explicit second language learning.' (1995). In Richard Schmidt (Ed.), Attention and Awareness in Foreign Language Learning, (Chapter 9, pp.303-358). University of Hawai'i at Manoa, Second Language Teaching and Curriculum Center, Technical Report no 9: University of Hawai'i Press.

 

'Procedural and declarative knowledge in vocabulary learning: communication and the language learner's lexicon.' In Tom Huckin, Margo Haynes & James Coady (Eds.), (1993). Second Language Reading and Vocabulary Learning, (Chapter 12, pp.222-263). Norwood, N.J.:Ablex Publishing.

 

'Possible worlds in the discourse lexicon.' (1988). In Sharon Bode, Pamela Saunders & Maria Pahlave (Eds.) Penn Review of Linguistics 12: Proceedings of the Twelfth Annual Penn Linguistics Colloquium, (pp.55-78). Philadelphia: University of Pennsylvania Linguistics Club.

 

ACADEMIC JOURNAL PUBLICATIONS, PUBLISHED AND IN PREPARATION


'Task-based language learning: A review of issues'. (2011). [Special issue on] Task-Based Langage Learning, Guest edited by Peter Robinson, Language Learning, 61 (Supplement 1): 1-36.

 

'Implicit Artificial Grammar and incidental natural second language learning: How comparable are they?' (2010). [Special issue on] The Earliest Stages of Language Learning, Guest edited by Marianne Gullberg and Peter Indefrey. Language Learning, 60 (Supplement 2): 245-263.

 

'Language typology, task complexity and the acquisition of L2 lexicalization patterns for reference to motion '. (with Teresa Cadierno). (2009). [Special issue on] Constructing a Second Language, Guest edited by Nick C. Ellis and Teresa Cadierno. Annual Review of Cognitive Linguistics, 7: 246-277.

 

'Time and motion: Measuring the effects of the conceptual demands of tasks on second language speech production'. (with Teresa Cadierno and Yas Shirai) (2009). [Special issue on] Theoretical and Methodological Issues in the Measurement of L2 Accuracy, Fluency and Complexity, Guest edited by Alex Housen and Folkert Kuiken. Applied Linguistics, 30, (4): 533-554.

 

'Replication studies in language learning and teaching: Questions and answers'. (with Rebecca Abbuhl, Rebecca Adams, Melissa Bowles, Jeff Connor-Linton, Paul Doyle, Mike Grenfell, Alison Mackey, Hossein Nassaji, Lourdes Ortega, Graeme Porte and Latricia Trites) (2008). Language Teaching, 41, (1):1-14.

 

'Introduction: Task complexity, the Cognition Hypothesis, second language learning and performance'. (2007). (with Roger Gilabert). [Special issue on] Task Complexity, the Cognition Hypothesis and Second Language Instruction, Guest edited by Peter Robinson and Roger Gilabert. International Review of Applied Linguistics in Language Teaching (IRAL), 45,(3): 161-177.

 

'Task complexity, theory of mind, and intentional reasoning: Effects on speech production, interaction, uptake of premodified input and perceptions of task difficulty'. (2007). [Special issue on] Task Complexity, the Cognition Hypothesis and Second Language Instruction, Guest edited by Peter Robinson and Roger Gilabert. International Review of Applied Linguistics in Language Teaching (IRAL), 45,(3): 195-215.

 


'Aptitude and second language acquisition.' (2005). Annual Review of Applied Linguistics, 25: 46-73.

 

'Cognitive abilities, chunk-strength and frequency effects during implicit Artificial Grammar, and incidental second language learning: Replications of Reber, Walkenfeld and Hernstadt (1991) and Knowlton and Squire (1996) and their relevance to SLA.' (2005). [Special issue on] Theoretical and Empirical Issues in the Study of Implicit and Explicit Second Language Learning, Guest edited by Jan H. Hulstijn and Rod Ellis. Studies in Second Language Acquisition, 27, (2):235-268.        

 

'Cognitive complexity and task sequencing: Studies in a Componential Framework for second language task design.' (2005). International Review of Applied Linguistics in Language Teaching (IRAL), 43, (1):1-32.   

 

'Rules and similarity processes in Artificial Grammar and natural second language learning. What is the 'default'? Commentary on Pothos' "The rules versus similarity distinction".' (2005).  Behavioral and Brain Sciences, 28, (1): 32-33.

 

'Comprehension, individual differences and the psycholinguistic processes underlying incidental second language acquisition: Summary of the Language and Comprehension research project'. (2004). Journal of the Aoyama Gakuin University Research Institute, 12, (1): 18-21.

 

'Multiple aptitudes for instructed second language acquisition.' (2003). Korean Journal of English Language and Linguistics, 3, (3): 375-410.

 

'The Cognition Hypothesis, task design and adult task-based language learning.' (2003). Second Language Studies, 21, (2): 45-107.

 

‘The Cognition Hypothesis of task-based L2 development: Theory and research’. (2002). Journal of the Korean English Education Society, 2, 1-26. 


'The Cognition Hypothesis of task-based language development and its implications for syllabus design.' (2002). Acquisition of Japanese as a Second Language, 5, (2): 172-175.

 

‘Awareness, individual differences, and implicit learning’.(2002). Bulletin of the Soken Research Institute, 2, 10-12.


‘What gets processed in processing instruction? A commentary on Bill VanPatten’s "Processing instruction: An update." (2002) (with Robert DeKeyser, Rafael Salaberry and Michael Harrington). Language Learning, 52, (4):805-824. 

 

‘Individual differences, cognitive abilities, aptitude complexes and learning conditions for SLA’. (2001). [Special Issue on] Explanations and Scientific Method in Second Language Research, Festschrift for Paul Van Buren, Guest edited by Larry Selinker and Usha Lakshmanan. Second Language Research, 17, (4): 368-392.

 

'Task complexity, task difficulty and task production: Exploring interactions in a componential framework'. (2001). Applied Linguistics, 22, (1): 27-57.

 

'State of the Art: SLA theory and second language syllabus design'. (1998). The Language Teacher, 22, (4):7-13.

 

'State of the Art: SLA research and second language teaching'. (1997). The Language Teacher, 2, (7):7-16.

 

'Giving pushed output a push: The role of task complexity'. (1997). Clarion, EUROSLA Newsletter, 3, (2): 22-24.

 

'Generalizability and automaticity of second language learning under implicit, incidental, enhanced and instructed conditions'. (1997). [Special issue on] Laboratory Studies of Second Language Acquisition. Guest edited by Jan H. Hulstijn and Robert DeKeyser. Studies in Second Language Acquisition, 19, (2): 223-247.

 

'Individual differences and the fundamental similarity of implicit and explicit adult second language learning.' (1997). Language Learning, 47, (1): 45-99.

 

'Review of "Implicit and Explicit Learning of Languages" edited by Nick Ellis.' (1996). Studies in Second Language Acquisition, 18, (4):512-513.

 

'The development of task-based assessment in English for Academic Purposes programs.' (with Steven Ross) (1996). Applied Linguistics, 17, (4):455-476.

 

'Learning simple and complex second language rules under implicit, incidental, rule-search and instructed conditions.' (1996). Studies in Second Language Acquisition, 18, (1):27-67.

 

'Investigating second language task complexity.' (with Sarah Ting & Jianjun Urwin) (1995). RELC Journal, 26, (2):62-79.

 

'Current approaches to syllabus design: A discussion with Ron White.' (1995). RELC Guidelines, 17, (1):93-101.

 

'Attention, memory and the 'noticing' hypothesis.' (1995). Language Learning, 45, (2):283-331.

 

'Task complexity and second language narrative discourse.' (1995). Language Learning, 45, (1):99-140.

 

'Universals of word formation processes: Noun incorporation in the acquisition of Samoan as a second language.' (1994). Language Learning, 44, (4):569-615.

 

'Implicit knowledge, second language learning and syllabus construction.' (1994). TESOL Quarterly, 28, (1):161-166.

 

'Instance theory and second language rule learning under explicit conditions.' (1993). Studies in Second Language Acquisition, 15, (4):413-438.

 

'Review of "Designing Tasks for the Communicative Classroom" by David Nunan.' (1993). Applied Linguistics, 14, (4):442-446.

 

'Problems of knowledge and the implicit/explicit distinction in SLA theory construction.' (1993). University of Hawai'i Working Papers in ESL, 12, (1):99-139.

 

'Universals of word formation processes: Noun incorporation in the acquisition of Samoan as a second language.' (1993). University of Hawai'i Working Papers in ESL, 11, (2):51-90.

 

'The selection and justification of training programs in applied linguistics.' (1992). Issues in Applied Linguistics, 3, (1):159-163.

 

'Discourse semantics, interlanguage negotiation and the lexicon.' (1992). University of Hawai'i Working Papers in ESL, 11, (1):35-69.

 

'Metaphors for the description of acquisition data: From constituency 'trees' to dependency 'frames.' (1990). International Review of Applied Linguistics in Language Teaching (IRAL), 28, (4):272-291.

 

'Procedural vocabulary and language learning.' (1989). Journal of Pragmatics, 13, (4):523-546.

 

'A rich view of lexical competence.' (1989). English Language Teaching Journal, 43, (3):274-282.

 

'Componential analysis and Malinowski's 'language in action.' (1988). Quaderni di Semantica, 18, (2):319-330.

 

'A Hallidayan framework for vocabulary teaching.' (1988). International Review of Applied Linguistics in Language Teaching (IRAL), 26, (3):229-238.

 

'Components and procedures in vocabulary learning: grids, prototypes and a procedural vocabulary.' (1988). Interface, Journal of Applied Linguistics, 2, (2):17-29.

 

'Reading and coping: code, communication and the development of second language reading ability using content area texts.' ERIC Doc. ED 294 146; CS 009 129 (October 1988). University of Illinois: Reading and Communication Skills Center.

 

'Lexical pragmatics and vocabulary development in ESL.' ERIC Doc. ED 296 585; FL O17 466 (December 1988). Washington: Center for Applied Linguistics.

 

'Looking Back on Libya: ESP and Course Design.' (1988). UNESCO ALSED-LSP Newsletter, 11, (1):22-47.

 

Vocabulary Workbook and Teachers' notes. (1987). Bahrain: University of Bahrain English Language Unit.

 

'Coping with texts: authenticating contexts for study skills.' (1987). RELC Guidelines, 9, (1):51-60.

 

'Definitions, diagrams and dictionaries.' (1987). The Voice of Technology Vol. 3, 11-14.

 

'Projection into dialogue as composition strategy.' (1987). English Language Teaching Journal, 41, (1):30-37.

 

'Constituency or dependency in the units of language acquisition? An approach to describing the learner's analysis of formulae.' (1986). Lingvisticae Investigationes: International Journal of French and General Linguistics, 10, (2):417-438.

 

'Lecture gestures - kinesics and lecture discourse.' (1986). RELC Guidelines, 8, (1):11-17.

 

'Statement, question and reply routines- materials for teaching simple exchange structures to electrical engineers.' (1985). UNESCO ALSED-LSP Newsletter, 8, (1):7-11.

 

'Poetry puzzles.' (1985). EFL Gazette no. 64 : 5-6.

 

'Developing awareness of cohesion in English.' (1984). ESPMENA Bulletin no. 18 :1-7.

 

'Relevance and contrivance: aspects of developing listening comprehension materials for a first year B.Sc. course in English for electrical engineers.' (1984). UNESCO ALSED-LSP Newsletter, 7, (1) :10-14.

 

CONFERENCE PRESENTATIONS AND ORGANIZATION

 

i) PLENARY/KEYNOTE SPEAKER PRESENTATIONS

 

' Aptitude complexes and instructed language learning: Research frameworks and findings'. Plenary address at the Asia-Pacific Language Acquisition Symposium, University of Western Sydney, November, 2013, Australia.

'Aptitudes, abilities and learning contexts'. Plenary address at the annual JACET Conference, Kanto region, Yokohama University, June, 2012, Yokohama, Japan.

 

'Scripts, frames, understanding and task-based language learning'. Plenary address at the Applied Linguistics Association of Korea (ALAK) Annual Conference, Seoul National University, November, 2011, Seoul, South Korea.

 

'Task demands and task sequencing: Current research and theory'. Plenary address at the Annual Tainan University of Technology Conference on English Language Teaching, Tainan University of Technology, October, 2010, Tainan, Taiwan.

 

'Task demands, task sequencing, speech production and second language learning'. Plenary address at the 35th Applied Linguistics Association of Australia Annual Congress, University of Queensland, July, 2010, Brisbane, Australia.

 

'Task demands, speech production, interaction, uptake and L2 learning'. Plenary address presented at the 11th Annual TUJ Colloquium in Applied Linguistics, Temple University Japan, February, 2009, Tokyo, Japan.

 

'Task complexity, intentional reasoning demands, speech production and L2 syllabus design: Attention, memory, language and the Cognition Hypothesis of instructed second language learning'. Plenary address presented at the 32nd LAUD Symposium on 'Cognitive Approaches to Second/Foreign Language Processing: Theory and Pedagogy', March, 2008, Landau, Germany.

 

'Rethinking-for-speaking and L2 task demands: The Cognition Hypothesis, task classification and sequencing'. Plenary address presented at the 2nd International Conference on  Task-based Language Teaching (TBLT), University of Hawai'i, September, 2007, Honolulu, U.S.A.

 

‘The Cognition Hypothesis of task-based learning: Implications for Focus-on-Form and language learning aptitude research’.  Plenary address presented at the Pan-Korea English Teacher Association International Conference 'Emerging Themes in TEFL Research', November, 2006, Pusan, South Korea.

 

'Aptitude and instructed second language learning: Developmental, pragmatic and methodological issues.' Plenary address presented at the 33rd Annual Japan Association of College English Teachers (JACET) summer seminar, 'Psycholinguistics and SLA', August, 2005, Gunma, Japan.

 

'Multiple aptitudes for instructed SLA.' Plenary address presented at the Korean Association of English Language and Linguistics (KASELL) Annual Conference, Hanyang University, June, 2003, Seoul, South Korea.

 

‘Syllabus design, task complexity and second language acquisition theory’. Plenary address presented at the Korean English Education Society (KEES) Annual Conference ‘English Teacher Development in Knowledge-Based Societies’, Korean National University of Education, August, 2002, Chyong Ju, South Korea.  


‘Cognition, reasoning attending, remembering and task-based second language development: The Cognition Hypothesis and its pedagogic implications’. Keynote address presented at the Applied Linguistics Association of Korea Annual Conference (ALAK), Seoul National University, June, 2001, Seoul, South Korea. 


‘The Cognition Hypothesis of task-based language development and its implications for focus on form, language testing, and syllabus design’. Keynote address presented at the 11th Annual Conference of the Japanese Second Language Acquisition Association, Ochanomizu University, December, 2000, Tokyo, Japan. 


'Second language acquisition research in Japan: Issues and prospects'. Plenary address presented at the 10th IUJ Annual Conference on Second Language Research, January, 1999, Tokyo, Japan. 


'Individual difference, treatment interactions: Framing the big picture for pedagogy and curriculum development'. Plenary address presented at the 5th Korean TESOL Association Annual Conference, Kyung Hee University, October, 1998, Seoul, South Korea. 


'Aptitude, awareness and the fundamental similarity of implicit and explicit second language learning'. Plenary address presented at the 2nd Pacific Second Language Research Forum (PacSLRF), Victoria University of Wellington, January, 1996, Wellington, New Zealand. 


ii) INVITED SYMPOSIUM PRESENTATIONS 

 

'Task sequencing, performance and learning: Introduction to the symposium'. Paper presented in the invited symposium on 'Task complexity and task sequencing: Effects on L2 learning and performance' convened by Peter Robinson, at the 4th International Conference on Task-Based Language Teaching (TBLT), University of Auckland, November, 2011, New Zealand.

 

'Artificial grammar and natural language learning: Similarities and differences in the early stages'. Invited paper presented in the 3rd. A. Guiora Roundtable Conference on the Cognitive Neuroscience of Language, 'The Earliest Stages of Language Learning', convened by Marianne Gullberg and Peter Indefrey, at the Max Planck Institute for Psycholinguistics, October, 2009, Nijmegen, Netherlands.

 

'Replicating and generalizing findings from Cognitive Psychology to Second Language Acquisition: Conceptual and Methodological Issues'. Paper presented in the invited symposium on 'Replication Research in Applied Linguistics and SLA' convened by Graeme Porte, at the American Association of Applied Linguistics Conference (AAAL), March, 2009, Denver, U.S.A.

 

'Complexity, accuracy and fluency in L2 speech'. Discussant paper presented in the invited symposium on 'Assessing Complexity, Accuracy and Fluency in L2 Speech: Theoretical and Methodological Issues' convened by Alex Housen and Folkert Kuiken, at the American Association of Applied Linguistics Conference (AAAL), March, 2008, Washington D.C. U.S.A.

 

‘Cognitive linguistics and SLA research’. Introduction to the invited symposium on 'Cognitive Linguistics and Second Language Acquisition' convened by Peter Robinson, at the American Association of Applied Linguistics Conference (AAAL), April, 2003, Baltimore, U.S.A. 


‘The Cognition Hypothesis of adult task-based L2 development: Theory and research’. Paper presented in the invited colloquium on 'Cognition and Second Language Learning', convened by Yukie Horiba, at Kanda University of International Studies, Institute of Cognitive Science, February, 2002, Chiba, Japan.  


‘The Cognition Hypothesis of task based language development’. Paper presented in the invited symposium on 'Instructed Second Language Acquisition', organised by Catherine Doughty, at the 4th Pacific Second Language Research Forum, University of Hawaii, October, 2001, Honolulu, U.S.A. 


'A cognitive theory of second task complexity, language development and task production: Implications for curriculum design and task sequencing'. Paper presented in the invited colloquium on 'Constructing College Foreign Language Curricula: Research and Practice', convened by Heidi Byrnes, at the American Association of Applied Linguistics Conference (AAAL), March, 2000, Vancouver, Canada . 


‘Task factors, learner factors, attentional theory and task-based language learning research'. Paper presented in the invited colloquium on 'Task-based Language Learning', convened by Peter Skehan, at the American Association of Applied Linguistics Conference (AAAL), March, 2000, Vancouver, Canada .

 

'Discussant of papers by: J.D.Brown and John Norris; Tim MacNamara, Noriko Iwashita and Cathie Elder; Geoff Brindley and Jill Wigglesworth'. In the invited symposium on 'Testing Tasks' convened by Cathie Elder and Tim MacNamara, at the Language Testing Research Conference, (LTRC), March, 2000, Vancouver, Canada. 


'Effects of individual differences in intelligence, aptitude, and working memory on incidental, implicit and explicit learning: A replication and extension of Reber, Walkenfield and Hernstadt, 1991'. Paper presented at the 13th AILA World Congress of Applied Linguistics in the invited symposium on 'Implicit and Explicit SLA', Waseda University, August, 1999, Tokyo, Japan. 


'Task complexity and focus on form in L2 pedagogy: Is there a trade-off?'. Invited paper presented at the NCELTR seminar on 'Task Complexity, Design and Evaluation', convened by Geoff Brindley, Macquarie University, August, 1996, Sydney, Australia.  


'Instance theory, memory-based processing and second language acquisition'. Paper presented at the 12th AILA World Congress of Applied Linguistics in the invited symposium on 'Laboratory Studies in Second Language Acquisition Research', Jyvaaskala University, convened by Jan Hulstijn & Robert DeKeyser, August, 1996, Jyvaaskala, Finland. 


iii) PAPER PRESENTATIONS 


'The Cognition Hypothesis, the Aspect Hypothesis and semantic development during reference to time in the Here-and-Now and There-and-Then'. Paper presented with Yasuhiro Shirai at the American Association of Applied Linguistics (AAAL) Annual Conference, March, 2010, Atlanta, U.S.A.

 

'A lexico-constructional analysis of reference to motion on simple and complex tasks'. Paper presented with Daisuke Nakamura in the symposium on The Inseparability of Grammar and the Lexicon, organised by Ute Romer and Stephi Wulff at the American Association of Applied Linguistics (AAAL) Annual Conference, March, 2009, Denver, Colorado, U.S.A.

 

'Language typology, task complexity, and reference to motion events during L2 narrative task performance'. Paper presented with Teresa Cadierno in the symposium on Reconstructing a Second Language, organised by Nick Ellis and Teresa Cadierno, at the 15th AILA World Congress of Applied Linguistics, August, 2008, Frankfurt, Germany.

 

'Task complexity, intentional reasoning, speech production, interaction, uptake and anxiety'. Paper presented in the symposium on New Directions in Task Complexity Research into L2 Learning and Performance, organised by Peter Robinson at the American Association of Applied Linguistics (AAAL) Conference, April, 2007, Costa Mesa, California, U.S.A.

 

'Re-thinking for speaking in a second language: Speech production, conceptualization, individual differences and task demands.' Paper presented as discussant in the symposium in New Directions in L2 Speech Production Research, organised by Judit Kormos, at the American Association of Applied Linguistics (AAAL) Conference, June, 2006, Montreal, Canada.

 

‘An aptitude complex/ ability differentiation framework for SLA research and pedagogy’. Paper presented at the 14th AILA World Congress of Applied Linguistics in the symposium on New Directions in Language Learning Aptitude: Theory and Research, organised by Peter Robinson, National University of Singapore, December, 2002, Republic of Singapore.  


‘Effects of intelligence, aptitude, and working memory on incidental SLA’. Paper presented at the 4th Pacific Second Language Research Forum, University of Hawaii, October, 2001, Honolulu, U.S.A. 


'Pragmatic focus on form: Developing EAP academic discussion ability'. Paper presented with Gregory Strong and Jennifer Whittle at the 33rd Annual TESOL Conference, March, 2000, Vancouver, Canada. 


'Tasks, feedback, aptitude and the generalizability of focus on form'. Paper presented with Yumiko Yamaguchi at the 13th AILA World Congress of Applied Linguistics, Waseda University, August, 1999, Tokyo, Japan. 


'Looking at real world tasks: Effects of task and skill based instruction on the development of EAP discussion ability'. Paper presented with Greg Strong and Jennifer Whittle at the Annual JALT Conference, November, 1998, Oyama, Japan. 


'Attention, aptitude, complexity, form: Framing the big picture'. Paper presented at the 3rd Pacific Second Language Research Forum (PacSLRF), Aoyama Gakuin University, in the symposium on Focus on Form in Instructed Interlanguage Development, convened by Peter Robinson, March, 1998, Tokyo, Japan. 


'Schema theory, listening comprehension, and task complexity'. Paper presented with Jianjun Urwin at the 3rd Pacific Second Language Research Forum (PacSLRF), Aoyama Gakuin University, in the symposium on Task Design and Interlanguage, convened by Jonathan Newton, March, 1998, Tokyo, Japan. 


'Taxonomizing task complexity'. Paper presented with Jianjun Urwin and Massoud Rahimpour at the 2nd Pacific Second Language Research Forum (PacSLRF), Victoria University of Wellington, January, 1996, Wellington, New Zealand. 


'The second language acquisition of English collocations'. Paper presented with Christina Gitsaki at the 2nd Pacific Second Language Research Forum (PacSLRF), Victoria University of Wellington, January, 1996, Wellington, New Zealand. 


'Task complexity and focus on form in L2 pedagogy'. Paper presented at the 3rd International Chulalongkorn University Conference, Chulalongkorn University, November, 1995, Bangkok, Thailand. 


'Making better use of tasks in ELT'. Paper presented with George Jacobs at the 3rd International Chulalongkorn University Conference, Chulalongkorn University, November, 1995, Bangkok, Thailand. 


'Developing realistic EAP placement tests'. Paper presented with Rick Raker and Jody Yamamoto at the Nineteenth Annual TESOL Roundtable, Hawai'ian Council for Teachers of English, February, 1994, Tokai University, Honolulu, Hawai'i, U.S.A. 


'Universals of word formation processes: Noun incorporation in the acquisition of Samoan as a second language'. Paper presented at the Second Language Research Forum (SLRF), Michigan State University, April, 1992, East Lansing, U.S.A. 


'Memory and automaticity in SLA'. Paper presented at the University of Hawai'i' in the Department of English as a Second Language Friday seminar series , March, 1992 , Honolulu, Hawai'i, U.S.A. 


'Task mediated testing and process syllabus design'. Paper presented at the 26th Annual TESOL Conference, March, 1992, Vancouver, Canada. 


'What collaborative learning theory can offer second language task design'. Paper presented with George Jacobs at the 26th Annual TESOL Conference, March, 1992, Vancouver, Canada. 


'Universals of word formation processes: noun incorporation in the acquisition of Samoan as a second language'. Paper presented at the American Association of Applied Linguistics conference (AAAL), March, 1992, Seattle, U.S.A. 


'Task mediated testing and process syllabus design'. Paper presented at the American Association of Applied Linguistics conference (AAAL), March, 1992, Seattle, U.S.A. 


'Collaborative learning theory and second language task design'. Paper presented with George Jacobs at the University of Hawai'i in the Department of English as a Second Language Friday Seminar series, February 1992, and at the HATESL TESOL Roundtable, February, 1992, Honolulu, Hawai'i, U.S.A. 


'Predictive validity and performance testing in second language pedagogy: a case study'. Paper presented at the University of Hawai'i' in the Department of English as a Second Language Friday seminar series, October, 1991, Honolulu, Hawai'i, U.S.A. 


'Task mediated testing and process syllabus design'. Paper presented at the 6th International Hawai'ian Association of Language Teachers Conference; Texts, Readers and Language Instruction, March, 1991, East West Center, Honolulu, Hawai'i, U.S.A. 


'Lexical acquisition research: Methodology and application'. Paper presented with George Jacobs at the 25th Annual TESOL Convention, March, 1991, New York, U.S.A. 


'Motivating theories of task complexity'. Paper presented at the University of Hawai'i' in the Department of English as a Second Language Friday seminar series, March, 1991, Honolulu, Hawai'i, U.S.A. 


'Collaborative reference and noun phrases in second language acquisition'. Paper presented at the Second Language Acquisition Research Forum, University of Southern California, March, 1991, Los Angeles, U.S.A. 


'Dictionaries and language users'. Paper presented at the University of Hawai'i' in the Department of English as a Second Language Friday seminar series, April, 1990, Honolulu, Hawai'i, U.S.A. 


'The pragmatics of simplification in NS-NNS discourse'. Paper presented at the 24th Annual TESOL Conference, March, 1990, San Francisco, U.S.A. 


'From lexicon to indexicon'. Paper presented at the 24th Annual TESOL Conference, March, 1990, San Francisco, U.S.A. 


'Can dictionary design be made more user friendly?'. Paper presented at the Fifteenth Annual TESOL Roundtable, Hawai'ian Council for Teachers of English, Leeward Community College, February, 1990, Kailua, Hawai'i, U.S.A. 


'Lexical pragmatics and vocabulary development in ESL'. Paper presented at the 22nd Annual TESOL Conference, March, 1988, Chicago, U.S.A.  


'Possible worlds in the discourse lexicon'. Paper presented at the Twelfth Annual Penn Linguistics Colloquium, University of Pennsylvania, February, 1988, Philadelphia, U.S.A. 


'Wine, conversation and getting on with each other: the intersection of lexical semantics and lexical pragmatics'. Paper given in the University of Pittsburgh Linguistics Department seminar series, October, 1987, Pittsburgh, U.S.A.


'Towards a lexical functional syllabus for ESL'. Paper presented at the 21st TESOL Conference, April, 1987, Miami, U.S.A. 


iv) OTHER INVITED PRESENTATIONS 


'Researching the Cognition Hypothesis of task-based language learning and performance'. Public lecture presented in the Department of English, Kitakyushu University, December, 2011, Kitakyushu, Japan.

 

'Task complexity and task sequencing'. Public lecture presented in the Graduate School of Foreign Language Education and Research, Kansai University, December, 2011, Osaka, Japan.

 

'Task sequencing and task-based language learning'. Public lecture presented in the Department of Foreign Languages, Hankuk University of Foreign Studies, November, 2011, Seoul, South Korea.

 

'Task demands, task sequencing, and instructed language learning'. Public lecture presented in the University of Amsterdam, Center for Language and Communication, March, 2011, Amsterdam, Netherlands.

 

'Predicting and measuring the effects of L2 task demands on learning and performance'. Public lectures and seminars presented in the Temple University Japan Distinguished Lecturer Series, March, 2009, Tokyo-Osaka, Japan.

 

'Researching aptitude-treatment interactions in the development of advanced level academic discussion ability'. Public lecture given in the Department of Linguistics, Georgetown University, March, 2008, Washington DC, U.S.A.

 

'Aptitude for advanced level language learning'. Invited presentation in the Center for the Advanced Study of Language, University of Maryland, August, 2004, Maryland, U.S.A.

 

'Pedagogy for advanced level language learning'. Invited presentation in the Center for the Advanced Study of Language, University of Maryland, October, 2003, Maryland, U.S.A.

 

'Theories and frameworks for aptitude testing and revision of the DLAB'. Invited presentation at the Defense Language Institute, September, 2003, Monterey, U.S.A.

 

'Individual differences, chunking and similarity-based implicit and explicit learning'. Public lecture presented in the Department of Spanish and Applied Linguistics, Georgetown University, March, 2003, Washington DC, U.S.A.

 

‘Reading strategies for second language learners’. Interview given for NHK’s radio series Kiso Eigo, April, 2000, Tokyo, Japan. 


'Task complexity, task difficulty and task production: Charting the interaction of cognitive processes and individual differences during second language development'. Invited workshop presented to the JACET SLA special interest group, Aoyama Gakuin University, November, 1999, Tokyo, Japan. 


'Task sequencing and syllabus design'. Discussion Chaired in the Applied Linguistics Special Interest Section at the 32nd Annual TESOL Conference, March, 1999, New York, U.S.A. 


'SLA research, communicative language teaching, and syllabus design.' Guest lecture presented at the meeting of the Kanagawa Prefectural Board of Education, and the Kanagawa Language Teachers Association, Kanagawa Prefectural University, July, 1998, Kanagawa, Japan. 


'Attention, awareness, aptitude, and experimental research into second language learning'. Guest lecture presented in the Columbia University Teachers' College Lecture series, October, 1997, Tokyo, Japan. 


'Task complexity and second language syllabus design'. Public lectures and seminars presented in the Temple University Japan Distinguished Lecturer Series, May, 1997, Tokyo-Osaka, Japan. 


'Implicit and explicit learning, memory and knowledge: Definitions, disputes and data'. Paper presented in the JACET Distinguished Lecturer Series, October, 1996, Tokyo, Japan. 


'Implicit and explicit modes of L2 learning: Implications of the research for SLA theory and L2 syllabus design.' Guest lecture presented at the Yokohama Linguistics Circle, October, 1996, Yokohama, Japan. 


'Aptitude, awareness and second language learning'. Seminar presented to members of the SEAMEO Regional Language Centre, May, 1995, Singapore. 


'Task complexity and second language task-based syllabus design'. Seminar presented in the LOTE series, University of Queensland, Department of Japanese, Chinese and Asian Studies, October, 1994, Brisbane, Australia.  


'Materials design and communicative competence'. Seminar presented to staff of Eurocentre, Forest Hill, May, 1989, London, U.K.  


'Poetry and pedagogy'. Workshop Chaired at the 22nd Annual TESOL Conference, March, 1988, Chicago, U.S.A. 
'Reading and coping'. Seminar series presented to staff of the University of Pittsburgh English Language Institute,September- October, 1987, Pittsburgh, U.S.A. 


v) CONFERENCE CHAIR AND ORGANIZATION 


' Psycholinguistic rationales for second language task sequencing and instructional design'. Invited Symposium convened (with Melissa Baralt & Roger Gilabert) for the 18th World Congress of Applied Linguistics (AILA), August, 2014, Brisbane, Australia.

 

Task complexity and task sequencing: Effects on performance and learning'. Invited Symposium convened for the 4th International Conference on Task-Based Language Teaching (TBLT), University of Auckland, November, 2011, Auckland, New Zealand.

 

'New directions in task complexity research'. Symposium convened for the American Association of Applied Linguistics (AAAL) Conference, April, 2007, Costa Mesa, California, U.S.A.

 

‘Cognitive linguistics and second language acquisition’. Invited Symposium convened for the American Association of Applied Linguistics (AAAL) Conference, April, 2003, Baltimore, U.S.A.


‘New directions in language aptitude: Theory and research’. Symposium convened for the 14th World AILA Conference of Applied Linguistics, National University of Singapore, December, 2002, Singapore. 


‘Focus on form in instructed SLA; Instructed and naturalistic acquisition of Japanese as a second language; Individual differences and second language acquisition; Linguistic approaches to SLA’. Symposia convened for the Japanese Pacific Second Language Research Forum (JPacSLRF) participation at the JALT Conference, November, 2001, Kitakyushu, Japan. 


Aspects of English Studies. Conference Chaired at Aoyama Gakuin University, March, 2000, Tokyo, Japan.

‘Implicit and explicit second language acquisition’. Symposium Convened at the 13th AILA World Congress of Applied Linguistics, Waseda University, August, 1999, Tokyo, Japan. 


Individual Differences In Foreign Language Learning: Effects of Aptitude, Intelligence and Motivation. Conference Chaired at Aoyama Gakuin University, March, 1999, Tokyo, Japan. (details available online at: http://www.cl.aoyama.ac.jp/~peterr/conf.html). 


The 3rd Pacific Second Language Research Forum (PacSLRF). Conference Chaired at Aoyama Gakuin University, March, 1998, Tokyo, Japan. (details available online at : http://www.als.aoyama.ac.jp/pacslrf/pslrf98.html).

 
'Focus on form in instructed interlanguage development'. Symposium convened at the 3rd Pacific Second Language Research Forum (PacSLRF), Aoyama Gakuin University, March, 1998, Tokyo, Japan. (details available online at : http://www.als.aoyama.ac.jp/pacslrf/fotos.html).

 

M.A. AND Ph.D THESIS SUPERVISION

 

Sarah Chi-Chien Ting. 1995. M.A. Effects of planning time on spoken and written performance by English learners of Mandarin Chinese. University of Queensland, Australia.

Jianjun Urwin. 1995. M.A. Background knowledge, pretasks and second language listening comprehension task difficulty. University of Queensland, Australia.

John Holthouse. 1995. M.A. Anxiety and second language learning task type. University of Queensland, Australia.

Tim Roskams. 1995. M.A. Implicit and explicit teaching and learning of foriegn language vocabulary. University of Queensland, Australia.

Angela Jacob. 1996. M.A. Anxiety and motivation in open and closed second language tasks in a Singapore secondary school. National University of Singapore/RELC.

Christina Gitsaki. 1996. Ph.D. The second language acquisition of collocations by Greek learners of English. University of Queensland, Australia.

Massoud Rahimpour. 1997. Ph.D. Task complexity and interlanguage variation. University of Queensland, Australia.

Yuichi Akita. 1999. M.A. Learnability and the acquisition of English relative clauses. Aoyama Gakuin University.

David Aline. 1999. Ed.D. Noticing output and its effects on subsequent second language task production. Temple University, Japan.

Jianjun Urwin. 1999. Ph.D. Second language listening task complexity. Monash University, Australia.

Yukiko Niwa. 2000. M.A. Reasoning demands of L2 tasks and L2 narrative production: Effects of individual differences in working memory, intelligence and aptitude. Aoyama Gakuin University.

Yuki Yoshimura 2001. M.A. The role of working memory in language aptitude: Integrating working memory models and aptitude frameworks in second language acquisition research. Aoyama Gakuin University.

Naomi Suzuki 2002. M.A. Individual differences in aptitude, motivation, anxiety, personality and learning strategies: Effects on levels of attainment of Japanese High School learners of English as a foreign language. Aoyama Gakuin University.

Yoshiko Koiwaya 2003. M.A. Instructed language learning, input enhancement and focus on form. Aoyama Gakuin University.

Roger Gilabert 2005. Ph.D. The effects of task complexity on oral L2 narrative speech production. University of Barcelona, Spain.

Yasushi Iwata 2006. M.A. Lexicalisation patterns and crosslinguistic influence in second language acquisition. Aoyama Gakuin University.

Tomohito Ishikawa 2008. Ph.D. Intentional reasoning demands, task complexity and second language learning. Aoyama Gakuin University.  

Daisuke Nakamura 2012. Ph.D. Second language construction learning: Input skewing, consistency and cognitive abilities. Aoyama Gakuin University.

Helen Carpenter 2009. Ph.D. A behavioural and electrophysiological investigation of different aptitudes for L2 grammar in learners equated for proficiency level. Georgetown University, U.S.A.

Rumiko Shimizu 2009. M.A. Cohesion and L2 writing. Aoyama Gakuin University.

Midori Suzuki 2008. M.A. Acquiring L2 noun complementation. Aoyama Gakuin University.

Hiroaki Kato 2009. M.A. Task complexity and uptake in task-based second language acquisition. Aoyama Gakuin University.

Yuki Oshima 2009. M.A. Interaction and and uptake of plural morphology and pseudo-cleft constructions in task-based second language acquisition. Aoyama Gakuin University.

Melissa Baralt 2010. Ph.D. Task complexity, the Cognition Hypothesis and interaction in CMC and FTF environments. Georgetown University, U.S.A.

Nao Sakaguchi 2011. M.A. Does Working Memory predict the uptake of negative feedback in task-based interaction? Aoyama Gakuin University.

Yohko Suzuki 2013. M.A. Task motivation and discourse produced on role-play tasks. Aoyama Gakuin University.

Hiroaki Kato (in progress). Ph.D. Written corrective feedback, task complexity, and second language development. Aoyama Gakuin University.

Daniel Jackson (in progress). Ph.D. Individual differences in implicit and explicit learning. University of Hawai'i, U.S.A.

Tatsunori Ohtsubo 2013. M.A. Age, aptitude, proficiency, native-speaker exposure and the second language acquisition of collocational knowledge. Aoyama Gakuin University.

Masayuki Tanabe (in progress). M.A. Measuring vocabulary knowledge using a speeded test of L2 lexical access. Aoyama Gakuin University.

 


B.A. THESIS SUPERVISION 


The role of formulaic language in second language acquisition. (1997). Mihoko Hakata. Aoyama Gakuin University

Bilingualism in Japan: The role of task-based teaching. (1997). Hisayo Kikuchi. Aoyama Gakuin University.

A description of the goals and results of the Canadian immersion programs. (1997). Etsulko Hiroaka. Aoyama Gakuin University.

Interaction, tasks and second language acquisition. (1998). Ayako Nishiyama. Aoyama Gakuin University.

Differences between animal communication and human communication. (1998). Emiko Yamauchi. Aoyama Gakuin University.

Interaction-based second language learning. (1998). Keita Kikuchi. Aoyama Gakuin University.

Native speaker, non-native speaker interaction and the acquisition of Japanese as a second language (1998). Sayaka Abe. Aoyama Gakuin University.

Bilingual education for children and adults. (1998). Mayumi Kuroda. Aoyama Gakuin University.

Developmental sequences in second language acquisition. (1999). Masahisa Abe. Aoyama Gakuin University.

A comparison of naturalistic and instructed second language acquisition. (1999). Noriko Matsuda. Aoyama Gakuin University.

A study of performance on second language learning tasks. (1999). Shizuka Miyazaki. Aoyama Gakuin University.

Second language teaching strategies. (2000). Keiko Kanechika. Aoyama Gakuin University.

Second language acquisition theory: Individual differences in personality and second language learning. (2000). Hiroyuki Osada. Aoyama Gakuin University.

Second language acquisition and education: How fluency changes in learners’ production during task-based interaction. (2000). Naoko Horimoto. Aoyama Gakuin University.

Second language acquisition in Japan: Analyzing data from Japanese learners. (2000). Yoko Suzuki. Aoyama Gakuin University.

Effects of anxiety and motivation on accuracy and fluency in a second language. (2000). Sayaka Nishimoto. Aoyama Gakuin University.

Learning strategies in learning Japanese as a second language (2001). Masaomi Ibiguchi. Aoyama Gakuin University.

Acquisition of Japanese as a second language: How well does the Contrastive Analysis Hypothesis work? (2001). Sonoko Kawasaki. Aoyama Gakuin University.

Social development and second language teaching theories. (2001). Natsuno Takasawa. Aoyama Gakuin University.

A study of morpheme acquisition orders in second language speech. (2001). Makoto Nomura. Aoyama Gakuin University.

Second language acquisition: The effect of motivation and anxiety in the Japanese classroom. ((2002). Kazunori Ohnuki. Aoyama Gakuin University.

Language acquisition theories and bilingualism. (2002). Akemi Wakatsuki. Aoyama Gakuin University.

Second language acquisition theories and feminism. (2003). Kaori Takishima. Aoyama Gakuin University.

Input-processing-output anxiety, task complexity, and second language speech production. (2003). Akihiro Shimizu. Aoyama Gakuin University

 

EDITORIAL AND PEER REVIEWING DUTIES

 

Book series editor;

Cognitive Science and Second Language Acquisition (CS&SLA) Routledge (2004 to the present)

 

On the editorial boards of;

The Linguistics Journal (2006 to 2010)

Studies in Second Language Acquisition (2003 to the present)

Modern Language Journal (2001 to the present)

JALT Journal (1998 to 2001)

International Review of Applied Linguistics in Language Teaching (IRAL) (2000 to the present)

Asian Journal of English Language Teaching (1999 to 2003)

TESOL Quarterly (2004 to 2007)

ITL, International Journal of Applied Linguistics (2005 to 2013)

Language Teaching Research (2011 to the present)

 

On the editorial advisory boards of;

Trends in Applied Linguistics (book series, DeGruyter) (2009 to the present)

Cognitive Linguistics in Practice (book series, John Benjamins) (2011 to the present)

 

Manuscript reviewer for;

Applied Linguistics (1992 to 1993, and 1998 to the present)

Language Learning (1995 to the present)

Studies in Second Language Acquisition (1996 to the present)

JALT Journal (1997 to 2001)

Language Learning and Technology (1997 to 2000)

Modern Language Journal (2001 to the present).

Second Language (2001 to 2002)

Studies in Language Sciences (2002 to the present)

Applied Psycholinguistics (2002 to the present)

Language Teaching Research (2004 to the present)

Learning and Individual Differences (2005 to the present)

Cognitive Linguistics (2006 to the present)

Language Teaching (2006 to the present)

Language Testing (2006)

Lingua (2006)

Pragmatics and Cognition (2007)

Entropy (2009)

Linguistics and Bilingualism (2010)

AILA Review (2010)

Language Awareness (2010 to the present)

Memory & Cognition (2011)

 

Editorial associate of;

Behavioral and Brain Sciences (1998 to the present)

 

Conference submission reviewer for;

American Association of Applied Linguistics (AAAL) 1998, 1999, 2000, 2001, 2002, 2003, 2005, 2006, 2008, 2009, 2010, 2011, 2012

International Association of Applied Linguistics (AILA) 1999

Pacific Second Language Research Forum (PacSLRF) 1998, 2001

International Conference on Task based Language Teaching (TBLT) 2007, 2009, 2011, 2013

Second Language Research Forum (SLRF) 2008, 2010, 2012

 

CONTACT INFORMATION

Office:

Aoyama Gakuin University

Department of English,

4-4-25 Shibuya,

Shibuya-ku,

Tokyo 150-8366,

JAPAN.

 

Telephone:

( international, work) 001 81 3 3409 8422.

Fax:

(international, work) 001 81 3 3486 8390.

E-mail:

peterr@cl.aoyama.ac.jp

Website:

http://www.cl.aoyama.ac.jp/~peterr/


peterr@cl.aoyama.ac.jp