| - |
50 |
Robinson, Peter. (In preparation). `The role of tasks as vehicles for learning in classroom interaction`. In Numa Markee (Ed.), Handbook of Discourse and Classroom Interaction, (Chapter 8).Oxford: Wiley-Blackwell. |
| - |
49 |
Baralt, Melissa, Gilabert, Roger & Robinson, Peter. (In preparation). `Task sequencing and second language learning: Theories, pedagogical models, and research issues`. In Melissa Baralt, Roger Gilabert & Peter Robinson (Eds.), Task Sequencing and Instructed Second Language Learning, (Chapter 1). London: Bloomsburry Publishing Co./Continuum. |
| - |
48 |
Lambert, Craig & Robinson, Peter. (In preparation). `Learning to perform narrative tasks in the L2 classroom: A longitudinal, intact-group, semester long study of task sequencing effects`. In Melissa Baralt, Roger Gilabert & Peter Robinson (Eds.), Task Sequencing and Instructed Second Language Learning, (Chapter 9). London: Bloomsbury Publishing Co./Continuum. |
| 2013 |
47 |
Robinson, Peter. (2013). ‘Introduction to the encyclopedia’. In Peter Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition, (pp.xxii-xxiv). New York/London: Routledge. |
| - |
46 |
Robinson, Peter. (2013). ‘Syllabus design.’ In Carol Chapelle (Ed.),The Encyclopedia of Applied Linguistics,. Oxford: Wiley-Blackwell. |
| - |
45 |
Robinson, Peter. (2013). ‘Aptitude in second language acquisition’. In Carol Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell. |
| - |
44 |
Robinson, Peter & Gilabert, Roger. (2013). ‘Task-based learning: Cognitive underpinnings.’ In Carol Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell. |
| 2012 |
43 |
Robinson, Peter. (2012). ‘Abilities to learn—Cognitive abilities’. In Norbert Seel (Ed.), Encyclopedia of the Sciences of Learning (Vol. 1., pp. 17-20). New York: Springer. |
| - |
42 |
Robinson, Peter. (2012). `Individual differences, aptitude complexes, SLA processes, and aptitude test development`. In Miroslaw Pawlak (Ed.), New Perspectives on Individual Differences in Language Learning and Teaching, (Chapter 5, pp. 57-75). Oxford: Springer. |
| - |
41 |
Robinson, Peter., Mackey, Alison., Gass, Susan., & Schmidt, Richard. (2012). `Attention and awareness in second language acquisition`. In Susan Gass & Alison Mackey (Eds.), The Routledge Handbook of Second Language Acquisition, (Chapter 15, pp. 247-267). New York: Routledge. |
| 2011 |
40 |
Pobinson, Peter. (2011). ‘Second language task complexity, the Cognition Hypothesis, language learning, and performance’. In Peter Robinson (Ed.), Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance, (Chapter 1, pp. 3-38). Amsterdam/Philadelphia PA: John Benjamins. |
| - |
39 |
Robinson, Peter. (2011). ‘Task-based language learning research: A Review of issues’. In Peter Robinson (Ed.), Task-Based Language Learning, (Chapter 1, pp. 1-36). Oxford: Wiley-Blackwell. |
| - |
38 |
Robinson, Peter. (2011). ‘Aptitude for second language learning’. In Fujiko Sano (Ed.), Studies on English Language Education, Volume 5: Second Language Acquisition Research. Tokyo: Taishukan Publishing. |
| - |
37 |
Robinson, Peter. (2011). ‘Generalizability and automaticity of second language learning under implicit, incidental, enhanced and instructed conditions.’ Reprinted from Studies in Second Language Acquisition, 19,(2): 223-247 Cambridge University Press. In Lourdes Ortega (Ed.), Second Language Acquisition: Critical Concepts in Linguistics, Vol. 4. Cognition and Second Language Acquisition, (Chapter 46, pp. 179-208). New York: Routledge. |
| - |
36 |
Long, Michael H. & Robinson, Peter. (2011). ‘Focus on form: Theory, research and practice.’ Reprinted from Catherine J. Doughty & Jessica Williams (1998). (Eds.), Focus on Form in Classroom Second Language Acquisition, pp. 15-41. Cambridge University Press. In Lourdes Ortega (Ed.), Second Language Acquisition: Critical Concepts in Linguistics, Vol. 6. Second Language Acquisition and Instruction,(Chapter 75, pp. 217-248). New York: Routledge. |
| 2010 |
35 |
Robinson, Peter. (2010). ‘Implicit Artificial Grammar and incidental natural second language learning—How comparable are they? In Marianne Gullberg & Peter Indefrey (Eds.), The Earliest Stages of Language Learning, (Chapter 12, pp. 245-263). Oxford: Wiley-Blackwell. |
| - |
34 |
 Robinson, Peter. (2010). ‘Situating and distributing cognition across task demands: The SSARC model of pedagogic task sequencing’. 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. |
| - |
33 |
Robinson, Peter. (2010). ‘Temporal cognition, grammaticization and language development in the individual and the species’. In Tomohiro Kawabata (Ed.), Current Studies for the Next Generation of English Linguistics and Philology: Festschrift for Minoji Akimoto, (Chapter 26, pp. 101-115). Tokyo: Hojitsu Shobo. |
| 2009 |
32 |
Robinson, Peter. (2009). ‘Time, tasks and the language learner: The SSARC model of task sequencing’. In Kumiko Fushino & Jean-Pierre Joseph Richard (Eds.), Proceedings of the 2009 Temple University Applied Linguistics Colloquium, (pp. 1-10). Tokyo: Temple University Japan. |
| - |
31 |
Robinson, Peter. (2009). ‘Syllabus design’. In Michael H. Long & Catherine J. Doughty (Eds.), The Handbook of Language Teaching, (Chapter 17, pp. 294-310). Oxford: Wiley-Blackwell. |
| - |
30 |
Robinson, Peter. (2009). ‘Task complexity, cognitive resources and second language syllabus design: A triadic framework for examining task influences on SLA.’ Reprinted from Peter Robinson (2001). (Ed.), Cognition and Second Language Instruction, pp. 285-317. Cambridge University Press. In Kris Van den Branden, Martin Bygate, & John Norris (Eds.), Task-Based Language Teaching: A Reader (Chapter 10, pp. 193-226). Amsterdam,/Phildelphia, PA: John Benjamins. |
| - |
29 |
Robinson, Peter. (2009). ‘Individual differences, aptitude complexes, SLA processes and the development of language learning aptitude tests’. In Miroslaw Pawlak (Ed.), New Perspectives on Individual Differences in Language Learning and Teaching, (Chapter 4, pp. 89-109). Poznan: Adam Mickievicz University Press. (Republished, 2012, by Springer Academic publishing). |
| 2008 |
28 |
Robinson, Peter. (2008). ‘Theory of mind, intentional reasoning demands, L2 speech production, learning and syllabus design: The SARC model of task sequencing’. In Martin Putz (Ed.), Cognitive Approaches to Second/Foreign Language Processing and Acquisition: Preprints of the 33rd LAUD symposium, (pp. 646-696). Duisberg: LAUD. |
| - |
27 |
Ellis, Nick. C. & Robinson, Peter. (2008). ‘An introduction to Cognitive Linguistics, Second Language Acquisition and language instruction.’ In Peter Robinson & Nick C. Ellis (Eds.), Handbook of Cognitive Linguistics and Second Language Acquisition. (Chapter 1, pp. 3-25). New York/London: Routledge. |
| - |
26 |
Robinson, Peter & Ellis, Nick. C. (2008). ‘Conclusion: Cognitive Linguistics, Second Language Acquisition and instruction—Issues for research.’ In Peter Robinson & Nick C. Ellis (Eds.), Handbook of Cognitive Linguistics and Second Language Acquisition. (Chapter 19, pp. 489-545). New York/London: Routledge. |
| - |
25 |
Robinson, Peter. (2008). ‘Attention and awareness’. In Jasone Cenoz & Nancy Hornberger (Eds.), Encyclopedia of Language and Education, Volume 6: Knowledge about Language. (Chapter 10, pp. 132-143). New York : Springer. |
| 2007 |
24 |
Robinson, Peter. (2007). ‘Aptitudes, abilities, contexts, and practice.’ 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. |
| - |
23 |
Robinson, Peter. (2007). ‘Criteria for classifying and sequencing pedagogic tasks’. In Maria del Pilar Garcia-Mayo (Ed.), Investigating Tasks in Formal Language Learning, (Chapter 1, pp. 7-27). Clevedon, Avon: Multilingual Matters. |
| 2006 |
22 |
Robinson, Peter. (2006). ‘The Cognition Hypothesis of task-based language learning: Implications for Focus-on-Form and language learning aptitude research’. In Junil Oh (Ed.), Emerging Themes in TEFL Research: Proceedings of the 2006 International Pan-Korea English Teacher Association Conference, (pp. 7-17). Pusan: PEKTA. |
| - |
21 |
Robinson, Peter. (2006). ‘Aptitude complexes, acquisition processes and instructed language learning contexts: Why existing aptitude tests need revising’. In H. Shinbo (Ed.), Psycholinguistics and SLA: Proceedings of the 2005 Japan Association of College English Teachers (JACET) Annual Summer Seminar, (pp. 31-48). Tokyo: JACET Publishing. |
| 2004 |
20 |
Robinson, Peter. (2004). ‘Cognitive prerequisites for incidental second language learning.’ 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: Kuroshio Publishing. |
| - |
19 |
Robinson, Peter. (2004). ‘Comprehension, cognitive complexity, and task-based language production and acquisition.’ 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: Kuroshio Publishing. |
| 2003 |
18 |
 Robinson, Peter. (2003). ‘Attention and memory during SLA.’ In Catherine J. Doughty & Michael H. Long (Eds.), The Handbook of Second Language Acquisition, (Chapter 19, pp. 630-678). Oxford: Blackwel l. |
| 2002 |
17 |
 Robinson, Peter. (2002). ‘Effects of individual differences in aptitude, intelligence and working memory on adult incidental SLA: A replication and extension of Reber, Walkenfeld and Hernstadt, 1991.’ In Peter Robinson (Ed.), Individual Differences and Instructed Language Learning, (Chapter 10, pp. 311-366). Amsterdam/Philadelphia, PA: John Benjamins. |
| - |
16 |
Robinson, Peter. (2002). ‘Learning conditions, aptitude complexes and SLA: A framework for research and pedagogy.’ In Peter Robinson (Ed.), Individual Differences and Instructed Language Learning,(Chapter 6, pp. 110-133). Amsterdam/Philadelphia, PA: John Benjamins. |
| - |
15 |
Robinson, Peter. (2002). ‘Introduction: Researching individual differences and instructed language learning.’ In Peter Robinson (Ed.),Individual Differences and Instructed Language Learning,(Chapter 1, pp. 1-10). Amsterdam/Philadelphia, PA: John Benjamins. |
| - |
14 |
Robinson, Peter. (2002). ‘The Cognition Hypothesis of task-based second language learning: Theory and research.’ In Jeong-Ryeol Kim (Ed.), English Teacher Development in Knowledge-based Societies: Proceedings of the Korean English Education Society (KEES) Conference, (pp. 11-15). Deajun: Korean National University of Education. |
| 2001 |
13 |
Robinson, Peter. (2001). ‘Task complexity, cognitive resources and second language syllabus design: A triadic framework for examining task influences on SLA.’ In Peter Robinson (Ed.), Cognition and Second Language Instruction, (Chapter 10, pp. 285-317). Cambridge: Cambridge University Press. |
| - |
12 |
Robinson, Peter., Sawyer, Mark., & Ross, Steven. (2001). ‘Second language acquisition research in Japan: Theoretical issues.’ In Peter Robinson, Mark Sawyer & Steven Ross (Eds.), Second Language Acquisition Research in Japan, (Chapter 1, pp. 3-25). Tokyo: Japan Association of Language Teachers Press. |
| - |
11 |
Robinson, Peter., Strong, Gregory, J., Whittle, Jennifer., & Nobe, Shuichi. (2001). ‘The development of EAP oral discussion ability.’ In John Flowerdew & Matthew Peacock (Eds.), Research Perspectives on English for Academic Purposes, (Chapter 22, pp. 347-360). New York/Cambridge: Cambridge University Press. |
| 2000 |
10 |
Robinson, Peter., & Cornwell, Steve. (2000). ‘The scope of this collection: Some issues in individual differences research.’ In Steve Cornwell & Peter Robinson (Eds.), Individual Differences in Foreign Language Learning: Effects of Aptitude, Intelligence and Motivation, (Chapter 1, pp. 1-7). Tokyo: Aoyama Gakuin University. |
| - |
9 |
Robinson, Peter. (2000). ‘The Cognition Hypothesis of task-based L2 development.’ Handbook of the 11th Annual Conference of the Japanese Second Language Acquisition Research Association,(pp. 13-16). Tokyo: Ochanomizu University. |
| 1999 |
8 |
Urwin, Jianjun., & Robinson, Peter. (1999). ‘Prior knowledge, pretasks and second language listening comprehension and processing.’ In Nicholas O. Jungheim & Peter Robinson (Eds.), Pragmatics and Pedagogy: Proceedings of the 3rd Pacific Second Language Research Forum, Vol. 2., (pp. 147-156). Tokyo: PacSLRF. |
| - |
7 |
Robinson, Peter. (1999). ‘Second language classroom research in Japan: Issues, studies and prospects.’ In Taiji Fujimura, Yoko Kato & Richard Smith (Eds.), Proceedings of the 10th IUJ Conference on Second Language Acquisition Research in Japan, (pp. 93-116).Tokyo: International University of Japan. |
| - |
6 |
 Robinson, Peter., Strong, Gregory. J., & Whittle, Jennifer. (1999). ‘Looking at real world tasks: Comparing task-based and skill-based instruction.’ In Andrew Barfield, Robert Betts, Joyce Cunningham, Neil Dunn, Haruko Katsura, Kunihiko Kobayashi, Niha Padden, Neil Parry & Mayumi Watanabe (Eds.), Focus on the Classroom—Interpretations: Proceedings of JALT ’98, (pp. 139-146). Tokyo: Japan Association of Language Teachers Press. |
| 1998 |
5 |
 Long, Michael H., & Robinson, Peter. (1998). ‘Focus on form: Theory, research and practice.’ In Catherine J. Doughty & Jessica Williams (Eds.), Focus on Form in Classroom Second Language Acquisition,(Chapter 2, pp. 15-41). New York/Cambridge: Cambridge University Press. |
| 1996 |
4 |
Robinson, Peter. (1996). ‘Focus on form: Keeping it simple, personal and useful.’ 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. |
| 1995 |
3 |
Robinson, Peter. (1995). ‘Aptitude, awareness and the fundamental similarity of implicit and explicit second language learning.’ 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. Honolulu, HI: University of Hawai’i Press. |
| 1993 |
2 |
 Robinson, Peter. (1993). ‘Procedural and declarative knowledge in vocabulary learning: Communication and the language learner’s lexicon.’ In Thomas Huckin, Margo Haynes & James Coady (Eds.),Second Language Reading and Vocabulary Learning, (Chapter 12, pp. 222-263). Norwood, N.J.: Ablex Publishing. |
| 1998 |
1 |
Robinson, Peter. (1988). ‘Possible worlds in the discourse lexicon.’ In Sharon Bode, Pamela Saunders & Maria Pahlave (Eds.), Penn Review of Linguistics 12: Proceedings of the 12th Annual Penn Linguistics Colloquium, (pp. 55-78). Philadelphia, PA: University of Pennsylvania Linguistics Club. |
Published and in preparation.