| 2013 |
69 |
Robinson, Peter. (2013). `Abilities and aptitudes for second language learning and performance`. JACET-Kanto Journal, 9: 1-11. |
| 2011 |
68 |
 Robinson, Peter. (2011) ‘Task-based language learning: A review of issues.[Special issue on] Task-Based Language Learning, Guest edited by Peter Robinson. Language Learning, 61 (Supplement 1): 1-36. Wiley-Blackwell. |
| 2010 |
67 |
Robinson, Peter. (2010). ‘Implicit Artificial Grammar and incidental natural second language learning—How comparable are they?’. [Special Issue on] The Earliest Stages of Language Learning, Guest edited by Marianne Gullberg and Peter Indefrey. Language Learning, 60(Supplement 1): 245-263. Wiley-Blackwell. |
| 2009 |
66 |
 Cadierno, Teresa & Robinson, Peter. (2009). ‘Language typology, task complexity and the development of L2 lexicalization patterns for describing motion events.’ [Special Issue on] Constructing a Second Language, Guest edited by Nick C. Ellis and Teresa Cadierno,Annual Review of Cognitive Linguistics, 7: 246-277. Mouton DeGruyter. |
| - |
65 |
 Robinson, Peter., Cadierno, Teresa & Shirai, Yasuhiro. (2009). ‘Time and motion: Measuring the effects of the conceptual demands of tasks on L2 speech production’. [Special Issue on] Complexity, Accuracy and Fluency (CAF) in Second Language Acquisition Research, Guest edited by Alex Housen and Folkert Kuiken, Applied Linguistics, 30: 533-554. Oxford University Press. |
| 2008 |
64 |
 Abbuhl, Rebecca., Adams, Rebecca., Bowles, Melissa., Connor-Linton, Jeff., Doyle, Paul., Grenfell, Mike., Mackey, Alison., Nassaji, Hossein., Ortega, Lourdes., Porte, Graeme, Robinson, Peter., & Trites, Latricia. (2008). `Replication studies in language learning and teaching: Questions and answers`. Language Teaching, 41,(1):1-14. Cambridge University Press. |
| 2007 |
63 |
 Robinson, Peter & Gilabert, Roger. (2007). ‘The Cognition Hypothesis, second language learning and performance’. [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. Mouton DeGruyter. |
| - |
62 |
Robinson, Peter. (2007). ‘Task complexity, theory of mind and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty’. [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):193-213. Mouton DeGruyter. |
| 2005 |
61 |
 Robinson, Peter. (2005). ‘Aptitude and second language acquisition.’Annual Review of Applied Linguistics, 25: 46-73. Cambridge University Press. |
| - |
60 |
 Robinson, Peter. (2005). ‘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.’ [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. Cambridge University Press. |
| - |
59 |
 Robinson Peter. (2005). ‘Rules and similarity processes in Artificial Grammar and natural second language learning. What is the ‘default’? Commentary on Pothos’ “The rules versus similarity distinction”.’ Behavioral and Brain Sciences, 28, (1): 32-33. Cambridge University Press. |
| - |
58 |
 Robinson, Peter. (2005). ‘Cognitive complexity and task sequencing: Studies in a Componential Framework for second language task design.’ International Review of Applied Linguistics in Language Teaching (IRAL), 43, (1):1-32. Mouton de Gruyter. |
| 2004 |
57 |
Robinson, Peter. (2004). ‘Final comments on revisions to the DLAB.’ In Dorry M. Kenyon & David MacGregor (Eds.), Final Report of the Defense Language Aptitude Battery II Project, (pp. G9-11). Washington D.C.: Center for Applied Linguistics. |
| - |
56 |
Robinson, Peter. (2004). ‘Aptitude testing and the DLAB: Issues and frameworks for aptitude test development.’ In Dorry M. Kenyon & David MacGregor (Eds.), Final Report of the Defense Language Aptitude Battery II Project, (pp. C18-38). Washington D.C.: Center for Applied Linguistics. |
| - |
55 |
Robinson, Peter. (2004). ‘Aptitude for High Level language ability: The role of individual differences in semantic priming and task switching.’ Report of the Center for the Advanced Study of Language: Aptitude for High Level Language Ability. Baltimore, MA: University of Maryland. |
| - |
54 |
Robinson, Peter. (2004). ‘Review of key theoretical issues, and their implications for issues of task design and task sequencing, that task-based research should explore.’ Report of the Center for the Advanced Study of Language: The Development of High-Level Second Language Ability. Baltimore, MA: University of Maryland. |
| - |
53 |
Robinson, Peter. (2004). ‘Comprehension, individual differences and the psycholinguistic processes underlying incidental second language acquisition: Summary of the Language and Comprehension research project’. Journal of the Aoyama Gakuin University Research Institute, 12, (1): 18-21. Aoyama Gakuin University. |
| 2003 |
52 |
Robinson, Peter. (2003). ‘Multiple aptitudes for instructed second language acquisition.’ Korean Journal of English Language and Linguistics, 3, (3): 375-410. Seoul National University. |
| - |
51 |
Robinson, Peter. (2003). ‘The Cognition Hypothesis, task design and adult task-based language learning.’ Second Language Studies, 21,(2): 45-107. University of Hawai’i. (Downloadable version available as a PDF document at the following site; <http://www.hawaii.edu/sls/ uhwpesl/ 21 (2)/ Robinson.pdf>; and as an MSWord document at <http:// www.hawaii.edu/sls/ uhwpesl/ on-line_cat.html>. |
| - |
50 |
Robinson, Peter. (2003). ‘Cognitive complexity and task sequencing.’Korean Journal of English Language Education, 2, (1): 1-26. Korean National University of Education. |
| 2002 |
49 |
DeKeyser, Robert., Salaberry, Rafael., Robinson, Peter., & Harrington, Michael. (2002). ‘What gets processed in processing instruction? A commentary on Bill vanPatten’s “update”.’ Language Learning, 52, (4): 805-823. Blackwell. |
| - |
48 |
Robinson, Peter. (2002). ‘The Cognition Hypothesis of task-based language development and its implications for syllabus design.’Acquisition of Japanese as a Second Language, 5, (2): 172-175. AJASL Association/ Ochanomizu University. |
| - |
47 |
Robinson, Peter. (2002). ‘Implicit learning, awareness, and individual differences.’ Bulletin of the Soken Research Institute, 1, (2): 10-12. Aoyama Gakuin University. |
| 2001 |
46 |
 Robinson, Peter. (2001). ‘Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition.’ [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. Edward Arnold. |
|
45 |
Robinson, Peter. (2001). ‘Task complexity, task difficulty and task production: Exploring interactions in a componential framework.’Applied Linguistics, 22, (1): 27-57. Oxford University Press. |
| 2000 |
44 |
Robinson, Peter., Strong, Gregory. J., & Whittle, Jennifer. (2000). ‘Effects of skill-based and task-based instruction on the development of EAP discussion ability.’ Educational Resource Information Center (ERIC), Clearinghouse for Language and Linguistics, (Document reproduction number ED 788 455; FL 717 310), (pp. 32). (March). Washington, D.C.: Center for Applied Linguistics. |
| 1998 |
43 |
Robinson, Peter. (1998). ‘State of the Art: SLA theory and second language syllabus design.’ The Language Teacher, 22, (4): 7-13. Japan Association of Language Teachers Press. (Downloadable paper available at the following site: <http://langue.hyper.chubu.ac.jp /jalt/pub/tlt/98/apr/robinson. html>). |
| 1997 |
42 |
Robinson, Peter. (1997). ‘Generalizability and automaticity of second language learning under implicit, incidental, enhanced and instructed conditions.’ [Special Issue on] Testing SLA Theory in the Research Laboratory, Guest edited by Jan H. Hulstijn and Robert M. DeKeyser.Studies in Second Language Acquisition, 19, (2): 223-247. Cambridge University Press. |
| - |
40 |
Robinson, Peter. (1997). ‘Individual differences and the fundamental similarity of implicit and explicit adult second language learning.’Language Learning, 47, (1): 45-99. Blackwell. |
| - |
39 |
Robinson, Peter. (1997). ‘State of the Art: SLA research and second language teaching.’ The Language Teacher, 21, (7): 7-16. Japan Association of Language Teachers Press. (Downloadable paper available at the following site: <http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/97/jul/robinson.html>). |
| - |
38 |
Robinson, Peter. (1997). ‘Giving pushed output a push: The role of task complexity.’ Clarion, EUROSLA Newsletter, 3: 22-24. European Second Language Association/ University of Nijmegen. (Downloadable paper available at the following site: <http://www.kun.nl/ ttmb/eclar32. pdf>). |
| 1997 |
37 |
Robinson, Peter. (1996). ‘Introduction: Connecting tasks, cognition and syllabus design.’ [Special issue on] Task Complexity and Second Language Syllabus Design: Data-based Studies and Speculations, Guest edited by Peter Robinson. University of Queensland Working Papers in Language and Linguistics, 1, (1): 1-16. Brisbane, QLD: Centre for Language Teaching and Research. (Downloadable as an MSWord document at the following site; <http://www.cl.aoyama.ac.jp/ ~peterr/>). |
| - |
36 |
Robinson, Peter., Ting, Sarah., & Urwin, Jianjun. (1996). ‘Three dimensions of second language task complexity.’ [Special issue on] Task Complexity and Second Language Syllabus Design: Data-based Studies and Speculations, Guest edited by Peter Robinson.University of Queensland Working Papers in Language and Linguistics, 1, (1): 17-36. Brisbane, QLD: Centre for Language Teaching and Research. (Downloadable as an MSWord document at the following site; <http://www.cl.aoyama.ac.jp/ ~peterr/>). |
| - |
35 |
Robinson, Peter., Ting, Sarah., & Urwin, Jianjun. (1996). ‘Three dimensions of second language task complexity.’ [Special issue on] Task Complexity and Second Language Syllabus Design: Data-based Studies and Speculations, Guest edited by Peter Robinson.University of Queensland Working Papers in Language and Linguistics, 1, (1): 17-36. Brisbane, QLD: Centre for Language Teaching and Research. (Downloadable as an MSWord document at the following site; <http://www.cl.aoyama.ac.jp/ ~peterr/>). |
| - |
34 |
Robinson, Peter & Ross, Steven. (1996). ‘The development of task-based assessment in English for Academic Purposes programs.’Applied Linguistics, 17, (4): 455-476. Oxford University Press. |
| - |
33 |
Robinson, Peter. (1996). ‘Review of “Implicit and Explicit Learning of Languages” edited by Nick C. Ellis.’ Studies in Second Language Acquisition, 18, (4): 512-513. Cambridge University Press. |
| - |
32 |
Robinson, Peter. (1996). ‘Learning simple and complex second language rules under implicit, incidental, rule-search and instructed conditions.’ Studies in Second Language Acquisition, 18, (1): 27-67. Cambridge University Press. |
| 1995 |
31 |
Robinson, Peter. (1995). ‘Attention, memory and the ‘noticing’ hypothesis.’ Language Learning, 45, (2): 283-331. Blackwell. |
| - |
30 |
Robinson, Peter. (1995). ‘Task complexity and second language narrative discourse.’ Language Learning, 45, (1): 99-140. Blackwell. |
| - |
29 |
 Robinson, Peter., Ting, Sarah., & Urwin, Jianjun. (1995). ‘Investigating second language task complexity.’ RELC Journal, 26,(2): 62-79. Sage Publications. |
| - |
28 |
Robinson, Peter & White, Ronald V. (1995). ‘Current approaches to syllabus design: A discussion with Ron White.’ RELC Guidelines, 17,(1): 93-101. RELC Publications. |
| 1994 |
27 |
Robinson, Peter. (1994). ‘Universals of word formation processes: Noun incorporation in the acquisition of Samoan as a second language.’ Language Learning, 44, (4): 569-615. Blackwell. |
| - |
26 |
Robinson, Peter. (1994). ‘Implicit knowledge, second language learning and syllabus construction: Comments on Rod Ellis’s “The structural syllabus and second language acquisition”.’ TESOL Quarterly, 28, (1): 161-166. TESOL Publications. |
| 1993 |
25 |
Robinson, Peter & Ha, Mie. (1993). ‘Instance theory and second language rule learning under explicit conditions.’ Studies in Second Language Acquisition, 15, (4): 413-438. Cambridge University Press. |
| - |
24 |
Robinson, Peter. (1993). ‘Review of “Designing Tasks for the Communicative Classroom” by David Nunan.’ Applied Linguistics, 14, (4): 442-446. Oxford University Press. |
| - |
23 |
Robinson, Peter. (1993). ‘Universals of word formation processes: Noun incorporation in the acquisition of Samoan as a second language.’ University of Hawai’i Working Papers in ESL, 11, (2): 51-90. |
| - |
22 |
Robinson, Peter. (1993). ‘Problems of knowledge and the implicit/explicit distinction in SLA theory construction.’ University of Hawai’i Working Papers in ESL, 12, (1): 99-139. |
| 1992 |
21 |
Robinson, Peter. (1992). ‘The selection and justification of training programs in applied linguistics.’ Issues in Applied Linguistics, 3,(1): 159-163. University of California, Los Angeles. |
| - |
20 |
Robinson, Peter. (1992). ‘Discourse semantics, interlanguage negotiation and the lexicon.’ University of Hawai’i Working Papers in ESL, 11, (1): 35-69. |
| 1990 |
19 |
Robinson, Peter. (1990). ‘Metaphors for the description of acquisition data: From constituency ‘trees’ to dependency ‘frames.’International Review of Applied Linguistics in Language Teaching (IRAL), 28, (4): 272-291. Mouton de Gruyter. |
| 1989 |
18 |
 Robinson, Peter. (1989). ‘Procedural vocabulary and language learning.’ Journal of Pragmatics, 13, (4): 523-546. Elsevier. |
| - |
17 |
Robinson, Peter. (1989). ‘A rich view of lexical competence.’ English Language Teaching (ELT) Journal, 43, (3): 274-282. Oxford University Press. |
| 1988 |
16 |
Robinson, Peter. (1988). ‘A Hallidayan framework for vocabulary teaching.’ International Review of Applied Linguistics in Language Teaching (IRAL), 26, (3): 229-238. Mouton de Gruyter. |
| - |
15 |
Robinson, Peter. (1988). ‘Componential analysis and Malinowski’s ‘language in action’.' Quaderni di Semantica: International Review of Theoretical and Applied Semantics, 8, (2): 319-330. John Benjamins. |
| - |
14 |
Robinson, Peter. (1988). ‘Components and procedures in vocabulary learning: Grids, prototypes and a procedural vocabulary.’ Interface, Journal of Applied Linguistics, 2, (2): 17-29. University of Leuven. |
| - |
13 |
Robinson, Peter. (1988). ‘Looking Back on Libya: ESP and Course Design.’ UNESCO ALSED-LSP (Languages for Specific Purposes) Newsletter, 11, (1): 22-47. UNESCO/University of Copenhagen. |
| - |
12 |
Robinson, Peter. (1988). ‘Reading and coping: code, communication and the development of second language reading ability using content area texts.’ Educational Resource Information Center (ERIC), Clearinghouse for Reading, English and Communication,(Document reproduction number ED 294 146; CS 009 129), (pp. iv + 125). (October). University of Illinois, IL: Reading, English and Communication Skills Center. |
| - |
11 |
Robinson, Peter. (1988). ‘Lexical pragmatics and vocabulary development in ESL.’ Educational Resource Information Center (ERIC), Clearinghouse for Language and Linguistics, (Document reproduction number ED 296 585; FL O17 466), (pp. 45). (December). Washington, D.C.: Center for Applied Linguistics. |
| 1987 |
10 |
Robinson, Peter. (1987). ‘Projection into dialogue as composition strategy.’ English Language Teaching (ELT) Journal, 41, (1): 30-37. Oxford University Press. |
| - |
9 |
Robinson, Peter. (1987). ‘Coping with texts: authenticating contexts for study skills.’ RELC Guidelines, 9, (1): 51-60. Sage Publications. |
| - |
8 |
Robinson, Peter. (1987). ‘Definitions, diagrams and dictionaries.’The Voice of Technology, Vol. 3., 11-14. University of Bahrain. |
| - |
7 |
Robinson, Peter. (1987). Vocabulary Workbook and Teachers’ notes, (pp. 92). Bahrain: University of Bahrain English Language Unit. |
| 1986 |
6 |
Robinson, Peter. (1986). ‘Constituency or dependency in the units of language acquisition? An approach to describing the learner’s analysis of formulae.’ Lingvisticae Investigationes: International Journal of French and General Linguistics, 10, (2): 417-438. John Benjamins. |
| - |
5 |
Robinson, Peter. (1986). ‘Lecture gestures — kinesics and lecture discourse.’ RELC Guidelines, 8, (1): 11-17. Sage Publications. |
| 1985 |
4 |
Robinson, Peter. (1985). ‘Statement, question and reply routines — materials for teaching simple exchange structures to electrical engineers.’ UNESCO ALSED-LSP (Languages for Specific Purposes) Newsletter, 8, (1): 7-11. UNESCO/University of Copenhagen. |
| - |
3 |
Robinson, Peter. (1985). ‘Poetry puzzles.’ EFL Gazette no. 64: 5-6. IATEFL Publications. |
| 1984 |
2 |
Robinson, Peter. (1984). ‘Developing awareness of cohesion in English.’ ESPMENA (English for Specific Purposes in the Middle East and North Africa) Bulletin no. 18: 1-7. University of Khartoum. |
| - |
1 |
Robinson, Peter. (1984). ‘Relevance and contrivance: aspects of developing listening comprehension materials for a first year B.Sc. course in English for electrical engineers.’ UNESCO ALSED-LSP (Languages for Specific Purposes) Newsletter, 7, (1): 10-14. UNESCO/University of Copenhagen. |
Published and in preparation.