CURRICULUM VITAE: Peter Robinson 1. EDUCATION I) …peterr/Robinson C.V. 2011.pdf · Curriculum...

CURRICULUM VITAE: Peter Robinson 1. EDUCATION

I) GRADUATE DEGREES 1994 Ph.D. in Second Language Acquisition. University of Hawai'i at Manoa,

Honolulu, U.S.A. Dissertation: Learning simple and complex second language rules under

implicit, incidental, rule-search and instructed conditions. Chair, Richard Schmidt; committee members, Dan Blaine, Robert Bley-Vroman, Craig Chaudron, Gabriele Kasper.

1986 M.A. in Applied Linguistics. University of London Institute of Education, London, U.K.

Dissertation: Lexis, vocabulary learning and language teaching. Supervisor, Peter Skehan.

II) OTHER Diploma in Teaching English for Specific Purposes (Dip. T.E.S.P.) (Trinity

College London/ R.S.A.). Post-Graduate Certificate of Education (P.G.C.E.) Secondary English

Education. University of Nottingham, Nottingham, U.K. B.A. (Hons). Modern English Studies: English Language and Linguistics.

University of Wales Institute of Science and Technology, Cardiff, U.K. 2. CURRENT POSITION 1996- Professor of Linguistics and Second Language Acquisition (from 1996-1999

Associate Professor), Aoyama Gakuin University, Department of English, Tokyo, Japan. Tenured on appointment in 1996.

I) UNDERGRADUATE LECTURE COURSES TAUGHT 1996-98 ♦ Second language acquisition theory, 1999 ♦ Psycholinguistics, 2000-10 ♦ First and second language acquisition theory, 2007 ♦ Language and the mind. II) UNDERGRADUATE SEMINAR COURSES TAUGHT 1996-97 ♦ Communicative language teaching, 1998-99 ♦ Applied discourse analysis — Analyzing learner language, 1999-00 ♦ Applied conversation analysis — Analyzing learner conversations, 2001-03 ♦ Individual differences and second language learning, 2004-05 ♦ Analyzing second language classroom interaction, 2006-11 ♦ Task-based language learning and task design.

Curriculum vitae, Peter Robinson

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III) GRADUATE SEMINAR COURSES TAUGHT 1996 ♦ Introduction to second language acquisition theories, 1997 ♦ Psycholinguistics, 1998 ♦ Second language acquisition research methods, 1999 ♦ Applied psycholinguistics, 2000 ♦ Individual differences and SLA — Mental abilities and affective

factors in second language learning and use, 2001 ♦ Experimental SLA research design and analysis, 2002 ♦ Cognition and second language instruction, ♦ Second language task design and speech production, 2004 ♦ Aptitude and second language learning — Theoretical frameworks and empirical measures, ♦ Issues in applied SLA— Task-based instruction, awareness, usage- based learning and second language acquisition, 2005 ♦ Issues in applied psycholinguistics—The bilingual lexicon; language and conceptualization, ♦ Issues in developmental psycholinguistics—theory of mind and second language development, 2006 ♦ Relating events in first and second language narratives: Cross- linguistic and developmental issues in thinking-for-speaking and thinking-for-writing, ♦ Implicit and explicit language learning and individual differences in cognitive abilities, 2007 ♦ Input, interaction and classroom second language acquisition, ♦ Intelligence, aptitude and classroom second language acquisition, 2008 ♦ Data elicitation for second language acquisition research, ♦ Age and the rate of foriegn language learning, 2009 ♦ Conversational interaction in a second language, ♦ Motivation, the L2 self-system and needs analysis, 2010 ♦ The Cognition Hypothesis and task design, ♦ Individual differences and instructed language learning, 2011 ♦ The Age factor in foriegn language learning, ♦ Current issues in SLA Research. 3. OTHER ACADEMIC AND VISITING POSITIONS HELD

2009 Visiting Professor, University of Toronto/OISE, Graduate School Teaching

Appointment, taught Task-Based Language Learning and Teaching, Second Language Studies Program, July-August, Toronto, Ontario, Canada.

— Visiting Professor, Temple University Japan, Graduate School Teaching Appointment, taught Distinguished Lecturer Seminars Predicting and Measuring the Effects of Tasks on Second Language Learning and Speech Production, Applied Linguistics Program, March, Tokyo-Osaka, Japan.

2003-04 Visiting Academic, University of Hawai'i at Manoa, Department of Second Language Studies, Honolulu, Hawai'i, U.S.A.


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1999-00 Visiting Professor, Temple University Japan, Graduate School Teaching Appointment, taught Introduction to Second Language Acquisition, Applied Linguistics Program, September-January, Tokyo, Japan.

1997 Visiting Professor, Temple University Japan, Graduate School Teaching Appointment, taught Distinguished Lecturer Seminars Task Complexity and Second Language Syllabus Design, Applied Linguistics Program, June, Tokyo-Osaka, Japan.

1995-96 Director of the English Language Program, Huron University Japan, Managerial Appointment, curriculum development, supervision and hiring of teachers, fiscal allocation and planning, Kami-Ochiai, Tokyo, Japan.

1995 Visiting Teaching Fellow in Applied Linguistics, South East Asian Ministry of Education Organization (SEAMEO) Regional Language Center (RELC), Graduate Teaching Appointment, taught Evaluation and Testing in SLA; Learner Training in EFL Program Development, supervision of M.A. dissertations, Singapore, Republic of Singapore.

1994-95 Lecturer in Applied Linguistics, University of Queensland, taught graduate courses Research Methods in Applied Linguistics; ELT Program Development, and the undergraduate course Phonetics and Phonology, supervision of M.A. and Ph.D. dissertations, Centre for Language Teaching and Research, Brisbane, Australia.

1990-93 Lecturer in Second Language Acquisition and Teaching, University of Hawai’i at Manoa, Graduate Assistant Teaching Appointment, taught Second Language Learning; Second Language Teaching; Second Language Reading and Writing; Grammatical Concepts for ESL; English Syntax (with Robert Bley-Vroman), Department of Second Language Studies, Honolulu, U.S.A.

1987-88 Visiting Assistant Professor of Applied Linguistics, University of Pittsburgh, taught graduate courses Second Language Acquisition; Lexis and Second Language Learning; Materials Design for ELT, and the undergraduate course Introduction to Linguistics, supervision of M.A. dissertations, Department of General Linguistics, Pittsburgh, Pennsylvania, U.S.A.

1985-87 Lecturer in English for Academic Purposes, University of Bahrain, English Language Program, Isa Town, Bahrain.

1983-84 Lecturer in English for Academic Purposes, University of Tripoli, Higher Institute of Electronics, Bani Walid, Libya.

4. EDITORIAL APPOINTMENTS 1998-01 JALT Journal (editorial board) Japan Association of Language Teachers

Press. 1998- Behavioral and Brain Sciences (editorial associate) Cambridge University

Press. 1999-04 Asian Journal of English Language Teaching (editorial board) Chinese

University of Hong Kong Press. 2000 - International Review of Applied Linguistics in Language Teaching (IRAL)

(editorial board) Mouton de Gruyter. 2001- Modern Language Journal (editorial board) Blackwell. 2003- Studies in Second Language Acquisition (editorial board 2008- present;

editorial board advisory committee 2003- 2008) Cambridge University Press. 2004-06 TESOL Quarterly (editorial board) TESOL Publications.


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2004- Cognitive Science and Second Language Acquisition (CS&SLA) (book series, editor) Routledge/Taylor & Francis.

2005- ITL International Journal of Applied Linguistics (editorial board advisory committee) Peeters Academic Press.

2006- The Linguistics Journal (editorial board advisory committee) Time Academic International, Ltd.

2007 Guest editor. International Review of Applied Linguistics in Language Teaching (IRAL). Mouton de Gruyter.

2009 - Trends in Applied Linguistics (TAL) (book series, editorial board member) Mouton de Gruyter.

2011 Guest editor, Language Learning, 61(1) Supplement. Blackwell. 2011- Language Teaching Research (editorial board) Sage Publications. 5. ACADEMIC SERVICE I) ACADEMIC JOURNAL MANUSCRIPT REVIEWING 1992 * Applied Linguistics Oxford University Press. 1995* Language Learning Blackwell. 1996 * Studies in Second Language Acquisition Cambridge University Press. 1996-01 Language Learning and Technology National Foreign Language Resource

Center, Washington D.C. 1997-01 JALT Journal Japan Association of Language Teachers Press. 1999* International Review of Applied Linguistics in Language Teaching (IRAL)

Mouton de Gruyter. 2000 Second Language Second Language Association, Japan. 2001* Modern Language Journal Blackwell. 2001- TESOL Quarterly TESOL Publications. 2004 Studies in Language Sciences Kuroshio Publishing. 2005- ITL International Journal of Applied Linguistics Peeters Academic Press. 2006 Lingua Elsevier. 2006 - Learning and Individual Differences Elsevier. 2006 * Language Teaching Research Edward Arnold. 2006 Applied Psycholinguistics Cambridge University Press.

2006- Cognitive Linguistics Mouton de Gruyter. 2007 Language Testing Sage. 2007 - Language Teaching Cambridge University Press. 2008 Pragmatics and Cognition John Benjamins.

2009 Reading in a Foreign Language National Foreign Language Resource Center, University of Hawai’i.

2009 Entropy MDPI Publishing. 2010 Linguistic Approaches to Bilingualism John Benjamins. 2010 AILA Review John Benjamins. 2010 Language Awareness Sage. - = multiple reviews since, * = multiple, regular reviews since

II) ACADEMIC BOOK PROPOSAL AND MANUSCRIPT REVIEWING


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1995- Cambridge University Press, Cambridge Applied Linguistics Series (1995, 1996, 2004, 2005).

2000- John Benjamins, Language Teaching and Learning Series (2000, 2001). 2000- Lawrence Erlbaum/Routledge, Second Language Research Methodology Series

(2000, 2002, 2003, 2004, 2005). 2001 Blackwell, Linguistics Series (2001). 2002 Kluwer Academic, Cognition and Language Series (2002). 2004- Lawrence Erlbaum/Routledge, Cognitive Science and Second Language

Acquisition Series (2004, 2005, 2007, 2008). 2006 Palgrave-Macmillan, Applied Linguistics Series (2006). 2007 Cambridge University Press, Cambridge Textbooks in Linguistics Series (2007,

2009). 2007 Springer Academic, Educational Linguistics Series (2007). 2007 Taylor & Francis, Psychology Press (2007). 2008 Routledge, Applied Linguistics Series (2008). 2009 Cambridge University Press, Cambridge Handbooks in Linguistics Series

(2009). 2009 Cascadilla Press, Cascadilla Proceedings Project Series (2009). 2009 Mouton de Gruyter, Trends in Applied Linguistics Series (2009). 2010 Wiley-Blackwell, Applied Linguistics Series (2010). III) BACK COVER BOOK ENDORSEMENTS 2005 The Psychology of the Language Learner, Zoltan Dornyei, Lawrence Erlbaum. 2007 Problems in SLA, Michael H. Long, Lawrence Erlbaum. 2010 An Introduction to Word Grammar, Richard Hudson, Cambridge University

Press. 2010 Linguistic Relativity in SLA: Thinking for Speaking, ZhaoHong Han & Teresa

Cadierno (Eds.), Multilingual Matters. IV) ACADEMIC CONFERENCE SUBMISSION REVIEWING 1996- Pacific Second Language Research Forum (PacSLRF) (1996, 1998, 2001). 1998- American Association of Applied Linguistics (AAAL) (1998, 1999, 2000,

2002, 2003, 2004 — co-ordinator of academic reviews for the conference submissions strand, Language, Cognition, and the Brain, 2006, 2008, 2009, 2010 — 2011).

1999- International Association of Applied Linguistics (AILA) (1999, 2005). 2000- Japan Association of College English Teachers (JACET) (2000, 2002). 2001 Japan Association of Language Teachers (JALT) (2001). 2006- International Conference on Task-based Language Teaching (TBLT) (2007,

2009, 2011). 2008- Second Language Research Forum (SLRF) (2008, 2010). V) EXTERNAL DOCTORAL CANDIDATE SUPERVISING AND

EXAMINING 1996-99 External Ph.D. supervisor for Monash University, Department of Chinese and

Asian Languages, Melbourne, Australia.


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1996-99 External Ed.D. supervisor for Temple University Japan, Doctoral program in Applied Linguistics, Tokyo, Japan.

1998 External Ph.D. examiner for Victoria University of Wellington, Department of Applied Linguistics, New Zealand.

1999 External Ed.D. examiner for Temple University Japan, Doctoral program in Applied Linguistics, Tokyo, Japan.

2001 External Ph.D. examiner for City University of Hong Kong, Department of English Language and Linguistics, Kowloon, Hong Kong, SAR, People's Republic of China.

2003-05 External Ph.D. supervisor for University of Barcelona, Department of Applied Linguistics, Barcelona, Spain.

2005-09 External Ph.D. supervisor for Georgetown University, Department of Linguistics and Center for Cognitive Neuroscience, Washington D.C., U.S.A.

2007 External Doctoral Commission Member, Faculty of Psychology and Educational Sciences, Katholik Universitiet, Leuven, Belgium.

2008 External Doctoral Commission Member, University of Amsterdam, Center for Language and Communication, Amsterdam, Netherlands.

2008 -10 External Ph.D. supervisor for Georgetown University, Department of Spanish and Applied Linguistics, Washington D.C., U.S.A.

2010 External Ph.D. examiner for University of Western Sydney, Department of Linguistics, Sydney, Australia.

2011 External Ph.D. examiner for the University of Amsterdam, Center for Language and Communication, Amsterdam, Netherlands.

VI) EXTERNAL REVIEWING OF APPLICATIONS FOR

APPOINTMENT, PROMOTION AND TENURE 1998 External reviewer for faculty promotion (Associate Professor) and tenure at

Kyushu University, Kumamoto, Japan. 2000 External reviewer for faculty promotion (Associate Professor) and tenure at the

City University of Hong Kong, Kowloon, Hong Kong, SAR, People's Republic of China.

2005 External reviewer for faculty appointment (Full Professor) and tenure at the University of Maryland, College Park, Maryland, U.S.A.

2009 External reviewer for faculty promotion (Senior lecturer) and tenure, University of Queensland, Brisbane, Queenland, Australia.

— External reviewer for appointment as UNESCO Research Chair, Sharjah University, United Arab Emirates.

— External reviewer for faculty promotion (Full Professor), Georgetown University, U.S,A.

— External reviewer for faculty promotion (Reader), University of Cambridge, U.K.

2010 External reviewer for faculty promotion (Associate Professor) and tenure, University of Wisconsin-Madison, Wisconsin, U.S.A.

— External reviewer for faculty promotion (Reader), University of Birmingham, Birmingham, U.K.

— External reviewer for faculty promotion (Full Professor), United Arab Emirates University, Al Ain, United Arab Emirates.


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VII) EXTERNAL REVIEWING OF APPLICATIONS FOR RESEARCH FUNDING

2004 External reviewer of research proposals to the Scientific Fund for Research -

Flanders, University of Leuven, Belgium. — External reviewer of research proposals to the National Science Foundation,

Division of Behavioral and Cognitive Sciences (Linguistics Program), Arlington, Virginia, U.S.A.

2006 External reviewer of research proposals to the Scientific Fund for Research - Flanders, University of Leuven, Belgium.

— External reviewer of research proposals to the National Science Foundation, Division of Behavioral and Cognitive Sciences (Linguistics Program), Arlington, Virginia, U.S.A.

2007 External reviewer of research proposals to the Language Learning Small Grants Research Program, University of Michigan, Ann Arbor, Michigan, U.S.A.

2008 External reviewer of research proposals to the Scientific Fund for Research - Flanders, University of Leuven, Belgium.

— External reviewer of research proposals to the National Science Foundation, Division of Behavioral and Cognitive Sciences (Linguistics Program), Arlington, Virginia, U.S.A.

— External reviewer of research proposals to the British Academy Research Development Awards (BARDAS), British Academy, London, U.K.

2009 External reviewer of research proposals to the Council for the Humanities of the Netherlands Organization for Scientific Research (NWO, the Dutch research council), Amsterdam, Netherlands.

— External reviewer of research proposals to the Scientific Fund for Research - Flanders, University of Leuven, Belgium.

2010 External reviewer of research proposals to the Language Learning Small Grants Research Program, University of Michigan, Ann Arbor, Michigan, U.S.A.

— External referee for application to the NEH Fellowships program, Washington DC, U.S.A.

VIII) EXTERNAL CONSULTING AND RESEARCH PROJECT

COLLABORATION 2000-03 Member of the research project, Language and Comprehension, Soken

Research Institute of Aoyama Gakuin University, Shibuya, Tokyo, Japan. 2003-04 External consultant for the University of Maryland Center for the Advanced

Study of Languages (CASL) project on The Development of High Level Language Ability, College Park, Maryland, U.S.A.

2003-04 External consultant for the Washington Center for Applied Linguistics project on Revising the Defense Language Institute Aptitude Battery (DLAB), Monterey, California, U.S.A.

2004-05 External consultant for the University of Maryland Center for the Advanced Study of Languages (CASL) project on Aptitude Test Development for Predicting for High Level Language Learning, College Park, Maryland, U.S.A.

2006- Member of the AILA Research Network on Task Complexity, convened by Folkert Kuiken, University of Amsterdam, Netherlands.


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2010-14 Member of the international advisory board of the International Consortium on Task Based Language Teaching.

2010- Leverhulme Project Advisory Board member, Individual Differences in Native Language Attainment, Principal investigators, Ewa Dabrowska and Katie Alcock, Northumbria University, U.K.

6. RESEARCH INTERESTS ♦ Second Language Acquisition Theory - Attention and memory during SLA; - implicit and explicit learning, memory and L2 knowledge; ` - methodological issues in assessing awareness during SLA; - distributed cognition and SLA; - psycholinguistics and models of L2 speech production; - theories of L2 automaticity; - theories of intelligence and SLA; - person-in-situation transactional approaches to describing aptitude for SLA; - classroom interaction and SLA; - cognitive linguistics and SLA; - developmental indices of written and spoken L2 production; - conceptual development in childhood and re-thinking for speaking during

SLA; - theory of mind and SLA; - individual differences in intentional, spatial and causal reasoning and SLA; - typological influences on SLA; - input frequency, skewing and consistency in L2 construction learning; - procedural and declarative knowledge in L2 vocabulary learning; - the development of cohesion in written and spoken L2 discourse; - the linguistic description of formulaic language and its contribution to

beginning and advanced L2 learning and use; - the generalizability of research findings in cognitive psychology to second

language learner populations, SLA processes and classroom contexts. ♦ Second Language Pedagogy and Instructional Theory - Differential outcomes of implicit, incidental, enhanced, intentional and

instructed L2 learning conditions in classroom settings; - L2 aptitude-treatment interaction research and its implications for instruction-

learner matching; - dynamic testing of L2 abilities and competencies; - cognitive task analysis for instructed SLA; - task-based L2 teaching; - L2 task and syllabus design; - performance-referenced task-based L2 assessment; - transfer of task-based language training to occupational settings; - L2 vocabulary acquisition and instruction; - Focus -on Form (FonF) and classroom language learning; - the acquisition of the pragmatics of L2 academic discussion ability; - English for Academic Purposes (EAP).


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7. PUBLICATIONS

I) BOOKS — 19. Robinson, Peter. (To appear, 2012). The Routledge Encyclopedia of Second

Language Acquisition. New York/London: Routledge. 2011 18. Robinson, Peter. (To appear, 2011). (Edited), Task-Based Language

Learning. Oxford: Wiley-Blackwell (Best of Language Learning Series). — 17. Robinson, Peter. (To appear, 2011). (Edited). Task-Based Language

Learning [Special issue] Language Learning, 61 (Supplement 1). Wiley-Blackwell.

— 16. Robinson, Peter. (To appear, 2011). (Edited), Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance. Amsterdam/Philadelphia, PA: John Benjamins (Task-Based Language Teaching Series).

2008 15. Robinson, Peter & Ellis, Nick. C. (2008). (Co-edited), Handbook of Cognitive Linguistics and Second Language Acquisition, (pp xi + 566). New York/London: Routledge. (ISBN 0-805-85352-9).

2007 14. Robinson, Peter & Gilabert, Roger. (2007). (Co-edited), Task Complexity, the Cognition Hypothesis and Second Language Instruction [Special Issue] International Review of Applied Linguistics in Language Teaching (IRAL), 45, (3): (pp.161-285). Berlin: Mouton De Gruyter. (ISSN 0019-042X).

2004 13. Smith, Donald. L., Nobe, Shuichi., Robinson, Peter., Strong, Gregory. J., Tani, Minako., & Yoshiba, Hiroshi. (2004). (Co-authored), Language and Comprehension: Perspectives from Linguistics and Language Education, (pp. xiv. + 292). Tokyo: Kuroshio Publishing. (ISBN 4-8724-303-7 C3080).

2002 12. Robinson, Peter. (2002). (Edited), Individual Differences and Instructed Language Learning, (pp. xiv + 385). Amsterdam/Philadelphia, PA: John Benjamins. (ISBN 1-58811-230-6 [US] 90-272-1693-2 [Eur.]). (Language Learning and Language Teaching Series).

2001 11. Robinson, Peter. (2001). (Edited), Cognition and Second Language Instruction, (pp. xi + 454). Cambridge: Cambridge University Press. (ISBN 0-521-00386-5). (Chinese language edition, 2007, Beijing World Publishing/Cambridge University Press; Spanish language edition, 2010, Educational Edicumen/ Cambridge University Press; Japanese language edition, to appear). (Cambridge Applied Linguistics Series).

— 10. Robinson, Peter., Sawyer, Mark., & Ross, Steven. (2001). (Co-edited), Second Language Acquisition Research in Japan, (pp. iii + 183). Tokyo: Japan Association of Language Teachers Press. (ISBN 4-901352-00-8). (JALT Applied Materials Series).

2000 9. Cornwell, Steve & Robinson, Peter. (2000). (Co-edited), Individual Differences in Foreign Language Learning: Effects of Aptitude, Intelligence and Motivation, (pp. iv + 198). Tokyo: Aoyama Gakuin University. (ISBN 4-931424-05-8 C3482).

— 8. Kimura, Matsuo & Robinson, Peter. (1999-2000). (Co-authored), NHK Radio Kiso Eigo (Basic English): Student’s Books and Tapescripts, Vols. 1-12., (pp. 1,200). Tokyo: NHK Education Publications. (JASRAC 9908124-901). (Co-author, with Matsuo Kimura — principle author — of 12 monthly issues


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[April 1999-March 2000]. of the annual NHK learning-English-by-radio student coursework materials).

1999 7. Robinson, Peter. (1999). (Edited), Representation and Process: Proceedings of the 3rd Pacific Second Language Research Forum, Vol. 1., (pp. vi + 335). Tokyo: PacSLRF. (ISBN 4-931424-02-3 C3482).

— 6. Jungheim, Nicholas. O. & Robinson, Peter. (1999). (Co-edited), Pragmatics and Pedagogy: Proceedings of the 3rd Pacific Second Language Research Forum, Vol. 2., (pp. vi + 313). Tokyo: PacSLRF. (ISBN 4-931424-03-1 C3482).

— 5. Kimura, Matsuo & Robinson, Peter. (1998-1999). (Co-authored), NHK Radio Kiso Eigo (Basic English): Student’s Books and Tapescripts, Vols. 1-12., (pp. 1,200). Tokyo: NHK Education Publications. (JASRAC 9801303-801). (Co-author, with Matsuo Kimura — principle author — of 12 monthly issues [April 1998-March 1999]. of the annual NHK learning-English-by-radio student coursework materials).

1997 4. Robinson, Peter. (1997). (Authored), English for Travel (Ryoko no Eikaiwa), (pp. 132). Tokyo: Oizumi Shoten. (ISBN 4-278-09250-4 C0082).

1996 3. Robinson, Peter. (1996). (Authored), Consciousness, Rules and Instructed Second Language Acquisition, (pp. xiv + 291). New York: Peter Lang. (ISBN 0-8204-3040-4). (Theoretical Studies in Second Language Acquisition Series).

— 2. Robinson, Peter. (1996). (Edited), Task Complexity and Second Language Syllabus Design: Data-based Studies and Speculations, [Special Issue] University of Queensland Working Papers in Language and Linguistics, (pp. vi + 118). Brisbane, QLD: Centre for Language Teaching and Research.

1987 1. Robinson, Peter. (1987). (Authored), The Winter's Discontent, (pp. 56). Manchester: North West Arts Association of Great Britain/Platform Poets. (ISBN 0-905917-22-7).

II) CHAPTERS IN BOOKS AND EDITED PROCEEDINGS — 51. Robinson, Peter. (In preparation/contracted). `Language learning`. In Mike

Spector, M. David Merrill, Jan Elen & M.J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology, (Chapter 47). New York: Springer.

— 50. Robinson, Peter. (In preparation/contracted). `Individual differences, task aptitudes, and second language acquisition`. In Maria del Pilar Garcia-Mayo (Ed.), Multiple Perspectives on Second Language Acquisition. Amsterdam/Philadelphia: John Benjamins.

— 49. Robinson, Peter. (In preparation/contracted). `Theory of Mind`. In Peter Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition. New York/London: Routledge.

— 48. Baars, Bernard & Robinson, Peter. (In preparation/contracted). `Consciousness`. In Peter Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition. New York/London: Routledge.

— 47. Robinson, Peter. (In preparation/contracted). `Chunk Strength`. In Peter Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition. New York/London: Routledge.

— 46. Robinson, Peter. (In preparation/contracted). ‘Introduction: Second Language Acquisition — The scope and methods of inquiry’. In Peter Robinson (Ed.),


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The Routledge Encyclopedia of Second Language Acquisition. New York/London: Routledge.

2011 45. Robinson, Peter. (In press, 2011). ‘Syllabus design.’ In Carol Chapelle (Eds.), The Encyclopedia of Applied Linguistics,. Oxford: Wiley-Blackwell.

— 44. Robinson, Peter. (In press, 2011). ‘Aptitude in second language acquisition’. In Carol Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell.

— 43. Robinson, Peter & Gilabert, Roger. (In press, 2011). ‘Task-based learning: Cognitive underpinnings.’ In Carol Chapelle (Ed.), The Blackwell Encyclopedia of Applied Linguistics. Oxford: Wiley-Blackwell.

— 42. Robinson, Peter. (In press, 2011). ‘Abilities to learn—Cognitive abilities’. In Norbert Seel (Ed.), Encyclopedia of the Sciences of Learning. New York: Springer.

— 41. Robinson, Peter. (In press, 2011). ‘Task-based language learning research: A Review of issues’. In Peter Robinson (Ed.), Task-Based Language Learning, (Chapter 1). Oxford: Wiley-Blackwell.

— 40. Robinson, Peter. (In press, 2011). 'Introduction: Task demands, the Cognition Hypothesis, taxonomic description and instructional design’. In Peter Robinson (Ed.), Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance, (Chapter 1). Amsterdam/Philadelphia PA: John Benjamins.

— 39. Robinson, Peter., Gass, Susan., Mackey, Alison & Schmidt, Richard. (In press, 2011). `Attention and awareness in second language learning`. In Susan Gass & Alison Mackey (Eds.), The Routledge Handbook of Second Language Acquisition. New York: Routledge.

2010 38. 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.

— 37. Robinson, Peter. (2010). ‘Aptitude for second language learning’. In Fujiko Sano (Ed.), Studies on English Language Education, Volume 5: Second Language Acquisition Research, (pp.152-168). Tokyo: Taishukan Publishing.

— 36. 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.

— 35. Robinson, Peter. (2010). ‘Temporal cognition, grammaticization and language development in the individual and the species’. In Tomohiro Kawabata (Ed.), New Directions for Research on Language: Festschrift for Minoji Akimoto, (pp. 101-115). Tokyo: Hojitsu Shobo.

— 34. Robinson, Peter. (2010). 'Generalizability and automaticity of second language learning under implicit, incidental, enhanced and instructed conditions.' In Lourdes Ortega (Ed.), Second Language Acquisition: Critical Concepts in Linguistics, Vol. 4. Cognition and Second Language Acquisition. New York: Routledge. Reprinted from Jan H. Hulstijn & Robert M. DeKeyser (1997). (Eds.), [Special Issue on] Testing SLA Theory in the Research Laboratory. Studies in Second Language Acquisition, 19, (2): 223-247. Cambridge University Press.


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— 33. Long, Michael H. & Robinson, Peter. (2010). 'Focus on form: Theory, research and practice.' In Lourdes Ortega (Ed.), Second Language Acquisition: Critical Concepts in Linguistics, Vol. 6. Second Language Acquisition and Instruction. New York: Routledge. Reprinted from Catherine J. Doughty & Jessica Williams (1998). (Eds.), Focus on Form in Classroom Second Language Acquisition, (Chapter 2, pp. 15-41). New York/Cambridge: Cambridge University Press.

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.' 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. Reprinted from Peter Robinson (2001). (Ed.), Cognition and Second Language Instruction, (Chapter 10, pp. 285-317). Cambridge: Cambridge University Press.

— 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.

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.

2007 25. Robinson, Peter. (2007). '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.

— 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.


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— 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.


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— 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


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Huckin, Margo Haynes & James Coady (Eds.), Second Language Reading and Vocabulary Learning, (Chapter 12, pp. 222-263). Norwood, N.J.: Ablex Publishing.

1988 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.

III) PAPERS IN REFEREED ACADEMIC JOURNALS, TECHNICAL

REPORTS AND RESEARCH ARCHIVES 2011 67. Robinson, Peter. (2011) ‘Task-based language learning research: A review of

issues. [Special issue on] Task-Based Language Learning, Guest edited by Peter Robinson. Language Learning, 61. (Supplement 1). Wiley-Blackwell.

2010 66. 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 65. 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.

— 64. 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.

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


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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


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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, Aoyama Gakuin University, 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>).

1996 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


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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. (1996). 'Task-based testing, performance-referencing and ESL program development.' [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): 95-116. 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.


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— 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.


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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.

IV) PROFESSIONAL COLUMN 2009-10 Robinson, Peter. (2009-2010). Invited monthly contributor of essays on

‘Second Language Acquisition Research and Language Teaching’, from March 2009-March 2010, for Eigo Kyouiku (The English Teacher’s Magazine) Volume 58, issues 1-13. Tokyo: Taishukan Shoten. (ISSN 0913-3917).

Contents: ‘Age and the rate of foreign language learning’ March 2009. ‘Learner factors and aptitude for language learning?’ April 2009. ‘Aptitudes for language learning develop and are situationally specific’ May

2009. ‘SLA, time and the structural syllabus: acquisition orders’ June 2009. ‘Researching interaction and learners’ perceptions of feedback’ July 2009. ‘Towards task-based syllabus design’ August 2009. ‘Implicit and explcit language learning and memory’ September 2009. ‘Task complexity, task characteristics and task sequencing’ October 2009. ‘The Cognition Hypothesis of task-based language learning’ November 2009. ‘Cognitive linguistics and second language acquisition’ December 2009. ‘Second Language Acquisition Research—The scope of inquiry January 2010. ‘SLA research and pedagogy—Looking back and looking forward’ February

2010. 8. ACADEMIC PRESENTATIONS

I) REFEREED CONFERENCE PRESENTATIONS i) PLENARY AND INVITED SYMPOSIUM PRESENTATIONS

2011 ‘Task sequencing, distributed cognition and complexity: Introduction to the symposium’. Paper to be presented in the invited symposium on ‘Task Complexity, Task Sequencing and Language Learning’, convened by Peter Robinson, at the 4th International Task-Based Language Teaching (TBLT) Conference, University of Auckland, November, New Zealand.

2010 ‘Second language task design and task sequencing: Recent theory, research and


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practice`. Plenary address presented at the 2010 International Conference on English Language Teaching, `Contemporary Trends in English Language Teaching: Theory and Practice`, Tainan University of Technology, October, Tainan, Taiwan.

— `Task demands, task sequencing, speech production, and second language learning`. Plenary address presented at the 35th Applied Linguistics Association of Australia (ALAA) Annual Congress, `Future Directions in Applied Linguuistics: Global and Local Perspectives`, University of Queensland, July, Brisbane, Australia.

2009 ‘Implicit Artificial Grammar and incidental natural second language learning—How comparable are they?: Evidence from the effects of chunking, frequency, similarity and individual differences in cognitive abilities’. Invited paper presented in the 3rd A. Guiora Language Learning-Max Planck Institute Roundtable Conference in Cognitive Neuroscience of Language ‘The Earliest Stages of Language Learning’, Max Planck Insitute for Psycholinguistics, October, Nijmegen, Netherlands.

— ‘Replicating and extending findings from Cognitive Psychology to Second Language Acquisition. Paper presented in the invited symposium on 'Replication Studies in Applied Linguistics and Second Language Acquisition Research', convened by Graeme Porte, at the American Association of Applied Linguistics (AAAL) Annual Conference (symposium co-presenters, Rebecca Abbuhl, Tess Fitzpatrick, Alison Mackey, Hussein Nassaji, and Lourdes Ortega), March, Denver, Colorado, U.S.A.

— ‘Task demands, speech production, uptake and learning’. Plenary address presented at the 11th Annual TUJ Applied Linguistics Colloquium, Temple University Japan, February, Tokyo, Japan.

2008 ‘Issues in current second language acquisition theory and research’. Plenary address presented at the Annual Tokyo Inter-University Graduate English Studies Conference (Eisenkyo), Aoyama Gakuin University, November, Tokyo, Japan.

— 'Accuracy, complexity, and fluency in L2 speech'. Paper presented in the invited symposium on 'Measuring Accuracy, Complexity and Fluency in L2 Speech: Theoretical and Methodological Issues', convened by Folkert Kuiken and Alex Housen, as co-discussant (with Diane Larsen-Freeman) of papers by Robert DeKeyser, Rod Ellis, John Norris and Lourdes Ortega, and Peter Skehan, at the American Association of Applied Linguistics (AAAL) Annual Conference, April, Washington D.C., U.S.A.

— ‘Theory of mind, intentional reasoning demands, L2 speech production, learning and syllabus design’. Plenary address presented at the 33rd LAUD symposium on ‘Cognitive Approaches to Processing in Second/Foreign Language Acquisition: Theory and Pedagogy’, University of Koblenz-Landau, March, Landau, Germany.

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

2006 ‘The Cognition Hypothesis of task-based learning: Implications for Focus-on-Form and language learning aptitude research’. Plenary address presented at


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the Pan-Korea English Teacher Association International Conference, ‘Emerging Themes in TEFL Research’, Tongmyong University, November, Pusan, South Korea.

2005 '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, Gunma, Japan.

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

— 'Cognitive linguistics and SLA: An introduction.' Paper presented in the invited symposium on 'Cognitive Linguistics and Second Language Acquisition', convened by Peter Robinson, at the American Association of Applied Linguistics (AAAL) Annual Conference (symposium co-presenters Michel Achard, Dick Hudson, Leonard Talmy, Russ Tomlin, and Andrea Tyler), March, Arlington, Virginia, U.S.A.

2002 'Task-based syllabus design.' 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, Deajon, South Korea.

2001 'The Cognition Hypothesis of adult task-based language development.' Paper presented in the invited symposium on 'Instructed Second Language Acquisition', convened by Catherine Doughty, at the 4th Pacific Second Language Research Forum (PacSLRF), University of Hawai'i at Manoa (symposium co-presenters Catherine Doughty and Albert Valdman), October, Honolulu, Hawai'i, U.S.A. Downloadable version of the full paper 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>).

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

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

— 'A cognitive theory of second task complexity, language development and task production: Implications for curriculum design and task sequencing.' Paper presented in the invited symposium on 'Constructing College Foreign Language Curricula: Research and Practice', convened by Heidi Byrnes, at the American Association of Applied Linguistics (AAAL) Annual Conference (symposium co-presenters Christine Brown, Heidi Byrnes, Graham Crookes, Virginia Scott, and Guadalupe Valdes), March, Vancouver, Canada.

— 'Task factors, learner factors, attentional theory and task-based language learning research.' Paper presented in the invited colloquium on 'Key Isues in Empirical Research on Task-based Language Learning’, convened by


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Peter Skehan, as discussant of papers by Martin Bygate, Pauline Foster, John Norris, Lourdes Ortega and Peter Skehan, at the American Association of Applied Linguistics (AAAL) Annual Conference, March, Vancouver, Canada.

— 'Testing-tasks and testing tasks'. Paper presented in the invited symposium on 'Testing Tasks', convened by Catherine Elder and Tim MacNamara, as co-discussant (with Lyle Bachman and Peter Skehan) of papers by J.D.Brown and John Norris, Tim MacNamara, Noriko Iwashita and Cathie Elder, and Geoff Brindley and Jill Wigglesworth, at the Language Testing Research Conference, (LTRC), March, Vancouver, Canada.

1999 'Effects of individual differences in intelligence, aptitude, and working memory on incidental, implicit and explicit learning: A replication and extension of Reber, Walkenfeld and Hernstadt, 1991.' Paper presented at the 13th AILA World Congress of Applied Linguistics in the invited symposium on 'Implicit and Explicit Second Language Acquisition', convened by Peter Robinson, Waseda University (symposium co-presenters Nick Ellis and Richard Schmidt), August, Tokyo, Japan.

— 'Task sequencing and syllabus design.' Invited discussion Chaired in the Applied Linguistics Special Interest Section at the 32nd Annual Teachers of English to Speakers of Other Languages (TESOL) Conference, March, New York, U.S.A.

— 'Second language acquisition research in Japan: Issues, studies and prospects.' Plenary address presented at the 10th International University of Japan (IUJ) Conference on Second Language Acquisition Research in Japan, January, Tokyo, Japan.

1998 'Individual difference, treatment interactions: Framing the big picture for pedagogy and curriculum development.' Plenary address presented at the 5th Korean Teachers of English to Speakers of Other Languages (KOTESOL) Association Annual Conference, Kyung Hee University, October, Seoul, South Korea.

— 'Attention, aptitude, complexity, form: Framing the big picture.' Paper presented at the 3rd Pacific Second Language Research Forum (PacSLRF), in the invited symposium on 'Focus on Form in Instructed Interlanguage Development', convened by Peter Robinson, Aoyama Gakuin University (symposium co-presenters Mamiko Akita, David Aline, Naomi Cross, Renée Jourdenais, Hitoshi Muranoi, and Martha Young-Schoulten), March, Tokyo, Japan.

1996 'Task complexity and focus on form in L2 pedagogy: Is there a trade-off?.' Plenary address presented at the National Center for English Language Teaching Research (NCELTR) seminar on ‘Second Language Task Design and Evaluation’, Macquarie University, August, 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', convened by Jan Hulstijn and Robert DeKeyser, Jyvaaskala University (symposium co-presenters Robert DeKeyser, Nick Ellis, Rick de Graaff, Jan Hulstijn, Patricia Rounds, and Lynn Yang), August, Jyvaaskala, Finland.

— 'Aptitude, awareness and the fundamental similarity of implicit and explicit second language learning.' Plenary address presented at the 2nd Pacific


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Second Language Research Forum (PacSLRF), Victoria University of Wellington, January, Wellington, New Zealand.

ii) OTHER REFEREED CONFERENCE PAPER PRESENTATIONS 2010 ‘Semantic development, L2 reference to time and the Cognition Hypothesis’.

Paper presented with Yas Shirai at the American Association of Applied Linguistics (AAAL) Annual Conference, March, Atlanta, U.S.A.

2009 ‘Lexico-constructional variability, task demands and assessment of second language spoken performance’. Paper presented with Daisuke Nakamura in the symposium on ‘SLA and the Inseparability of Vocabulary and Syntax’, convened by Ute Romer and Stephanie Wulff at the American Association of Applied Linguistics (AAAL) Annual Conference (symposium co-presenters Nick Ellis, Stefan Th. Gries, Fanny Meunier, Randi Rippen, Ute Romer, Norbert Schmitt and Stephanie Wulff), March, Denver, Colorado, U.S.A.

2008 ‘L2 task demands, and cross linguistic L2 reference to motion and manner’. Paper presented with Teresa Cadierno in the Symposium on ‘Constructional Perspectives on Second language Acquisition’, convened by Nick Ellis and Teresa Cadierno at the 16th AILA World Congress of Applied Linguistics (symposium co-presenters, Eva Dabrawska, Nick Ellis, Ricardo Ferreira Jnr., Martin Pickering, Ute Romer and Stephanie Wulff), August, Essen, Germany.

2007 ‘Task complexity, language learning, and performance: Introduction’. Paper presented in the symposium on ‘Task Complexity, Language Learning and Language Performance’, convened by Peter Robinson, at the American Association of Applied Linguistics (AAAL) Annual Conference (symposium co-presenters Roger Gilabert, Tomohito Ishikawa, Folkert Kuiken, Marije Michel, Daisuke Nakamura and Ineke Vedder), April, Costa Mesa, California, U.S.A.

— ‘Giving reasons and giving directions on tasks at three levels of complexity: Effects on uptake of premodified input and second language production’. Paper presented in the symposium on ‘Task Complexity, Language Learning and Language Performance’, convened by Peter Robinson, at the American Association of Applied Linguistics (AAAL) Annual Conference (symposium co-presenters Roger Gilabert, Tomohito Ishikawa, Folkert Kuiken, Marije Michel, Daisuke Nakamura and Ineke Vedder), April, Costa Mesa, California, U.S.A.

2006 'Speech production, second language acquisition and instructed language learning: Theoretical, empirical and pedagogic issues'. Paper presented in the symposium on ‘Speech Production and Second Language Acquisition’, convened by Judit Kormos, as invited discussant of papers by Roger Gilabert, Jan Hulstijn, Nell de Jong and Rob Schoonen, Judit Kormos, and Agnes Albert, at the American Association of Applied Linguistics (AAAL) Annual Conference, June, Montreal, Canada.

2004 'Aptitudes for classroom contexts; An aptitude complex, ability differentiation framework for studying classroom aptitude-treatment interactions.' Paper presented in the symposium on 'Language Learning Aptitude', convened by Catherine Doughty, at the American Association of Applied Linguistics


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(AAAL) Annual Conference (symposium co-presenters Catherine Doughty and Robert DeKeyser), May, Portland, Oregon, U.S.A.

2002 'Introduction to the symposium on reconceptualising language aptitude.' Paper presented at the 14th AILA World Congress of Applied Linguistics in the symposium on 'Reconceptualising Language Aptitude', convened by Peter Robinson (symposium co-presenters Robert DeKeyser, Akiko Fujii, Birgit Harley, Leila Ranta and Steven Ross), December, Singapore, Republic of Singapore.

2001 'Effects of intelligence, aptitude, and working memory on incidental SLA.' Paper presented at the 4th Pacific Second Language Research Forum (PacSLRF), University of Hawai'i at Manoa, October, Honolulu, Hawai'i, U.S.A.

2000 'Pragmatic focus on form: Developing EAP academic discussion ability.' Paper presented with Gregory Strong and Jennifer Whittle at the 33rd Annual Teachers of English to Speakers of Other Languages (TESOL) Conference, March, Vancouver, Canada.

1999 '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, Tokyo, Japan.

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

— 'Schema theory, listening comprehension, and task complexity.' Paper presented with Jianjun Urwin at the 3rd Pacific Second Language Research Forum (PacSLRF), in the symposium on 'Task Design and Interlanguage', convened by Jonathan Newton, Aoyama Gakuin University (symposium co-presenters Susan Gass, Jonathan Newton, Alison Mackey and Massoud Rahimpour), March, Tokyo, Japan.

1996 '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, 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, Wellington, New Zealand.

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

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

1994 'Developing realistic EAP placement tests.' Paper presented with Rick Raker and Jody Yamamoto at the 19th Annual Teachers of English to Speakers of Other Languages (TESOL) Roundtable, Hawai'ian Council for Teachers of English, Tokai University at Honolulu, February, Honolulu, Hawai'i, U.S.A.

1992 'Universals of word formation processes: Noun incorporation in the acquisition of Samoan as a second language.' Paper presented at the Second Language


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Research Forum (SLRF), Michigan State University, April, East Lansing, Michigan, U.S.A.

— 'Task mediated testing and process syllabus design.' Paper presented at the 26th Annual Teachers of English to Speakers of Other Languages (TESOL) Conference, March, Vancouver, Canada.

— 'What collaborative learning theory can offer second language task design.' Paper presented with George Jacobs at the 26th Annual Teachers of English to Speakers of Other Languages (TESOL) Conference, March, 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 (AAAL) Annual Conference, March, Seattle, Washington, U.S.A.

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

— 'Collaborative learning and second language tasks.' Paper presented with George Jacobs at the Hawai'ian Teachers of English to Speakers of Other Languages (HATESOL) Roundtable, February, Honolulu, Hawai'i, U.S.A.

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

— 'Lexical acquisition research: Methodology and application.' Paper presented with George Jacobs at the 25th Annual Teachers of English to Speakers of Other Languages (TESOL) Conference, March, New York, U.S.A.

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

1990 'The pragmatics of simplification in NS-NNS discourse.' Paper presented at the 24th Annual Teachers of English to Speakers of Other Languages (TESOL) Conference, March, San Francisco, California, U.S.A.

— 'From lexicon to indexicon.' Paper presented at the 24th Annual Teachers of English to Speakers of Other Languages (TESOL) Conference, March, San Francisco, California, U.S.A.

— 'Can dictionary design be made more user friendly?.' Paper presented at the 15th Annual Teachers of English to Speakers of Other Languages (TESOL) Roundtable, Hawai'ian Council for Teachers of English, Leeward Community College, February, Kailua, Hawai'i, U.S.A.

1988 'Lexical pragmatics and vocabulary development in ESL.' Paper presented at the 22nd Annual Teachers of English to Speakers of Other Languages (TESOL) Conference, March, Chicago, Illinois, U.S.A.

— 'Poetry and pedagogy.' Workshop Chaired at the 22nd Annual Teachers of English to Speakers of Other Languages (TESOL) Conference, March, Chicago, Illinois, U.S.A.

— 'Possible worlds in the discourse lexicon.' Paper presented at the 12th Annual Pennsylvania Linguistics Colloquium, University of Pennsylvania, February, Philadelphia, Pennsylvania, U.S.A.


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1987 'Towards a lexical functional syllabus for ESL.' Paper presented at the 21st Teachers of English to Speakers of Other Languages (TESOL) Conference, April, Miami, Florida, U.S.A.

II) NON-CONFERENCE PRESENTATIONS i) DEPARTMENTAL PRESENTATIONS 2011 ̀ Task demands, the development of L2 tense and aspect, and the Cognition

Hypothesis`. Invited public lecture given in the Department of Language and Linguistics, Lancaster University, March, Lancaster, U.K.

— `Semantic development, L2 reference to time and the Cognition Hypothesis`. Invited public lecture given in the Amsterdam Center for Language and Communication, University of Amsterdam, March, Amsterdam, Netherlands.

2009 ‘Predicting and measuring the effects of L2 task demands on learning and performance: Theory, research and practice.' Invited public lectures presented in the Temple University Japan, Department of Applied Linguistics Distingushed Lecturer Series, March, Tokyo-Osaka, Japan.

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

2004 'Individual differences and the development of academic discussion ability: Influences of motivation, aptitude, learning strategies, and anxiety on learning following task and skill-based instructional treatments.' Paper presented in the University of Hawai'i at Manoa, Department of Second Language Studies Seminar Series, March, Honolulu, Hawai'i, U.S.A.

2003 'A replication and extension of Knowlton & Squire (1996): Individual differences, chunking and similarity-based rule learning during implicit artificial grammar, and incidental natural second learning.' Paper presented in the University of Hawai'i at Manoa, Department of Second Language Studies Seminar Series, October, Honolulu, Hawai'i, U.S.A.

— 'Rule and instance-based incidental second language learning; Chunking, similarity and instance learning.' Invited public lecture given in the Department of Spanish and Applied Linguistics, Georgetown University, March, Washington D.C., U.S.A.

1997 'Attention, awareness, aptitude, and experimental research into second language learning.' Invited public lecture presented in the Columbia University Teachers' College, TESOL Department Lecture Series, October, Tokyo, Japan.

— 'Task complexity and second language syllabus design.' Invited public lecture presented in the Temple University Japan, Department of Applied Linguistics Distinguished Lecturer Series, May, Tokyo-Osaka, Japan.

1995 'Aptitude, awareness and second language learning.' Seminar presented to members of the South East Asian Ministry of Education Organization (SEAMEO) Regional Language Center (RELC), Department of Applied Linguistics, May, Singapore, Republic of Singapore.

1994 'Task complexity and second language task-based syllabus design.' Seminar presented in the Teachers of Languages Other Than English (LOTE)


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Series, University of Queensland, Department of Japanese, Chinese and Asian Studies, October, Brisbane, Australia.

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

— 'How collaborative learning theory can inform second language task design.' Paper presented with George Jacobs at the University of Hawai'i at Manoa, in the Department of English as a Second Language Seminar Series, February, Honolulu, Hawai'i, U.S.A.

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

— 'Motivating theories of task complexity.' Paper presented at the University of Hawai'i at Manoa, in the Department of English as a Second Language Seminar Series, March, Honolulu, Hawai'i, U.S.A.

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

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

1987 '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, Pittsburgh, Pennsylvania, U.S.A.

— 'Reading and coping.' Seminar series presented to staff of the University of Pittsburgh English Language Institute, September-October, Pittsburgh, Pennsylvania, U.S.A.

ii) INVITED NON-DEPARTMENTAL SYMPOSIUM, WORKSHOP,

AND GUEST LECTURE PRESENTATIONS 2004 'Aptitudes and contexts: Basic level processes, aptitude complexes and

aptitude-trait complexes.' Invited participant presentation in the University of Maryland Center for the Advanced Study of Languages (CASL) symposium on 'Aptitude Testing for High Level Language Ability' (symposium co-presenters Robert DeKeyser, Catherine Doughty, Henk Harmann and Carston Roever), August, College Park, Maryland, U.S.A.

— 'Developing pedagogy to facilitate the acquisition of high level pragmatic ability.' Invited discussant of papers in the second University of Maryland Center for the Advanced Study of Languages (CASL) symposium on 'Developing High Level Language Ability' (symposium co-presenters Katherine Bardovi-Harlig, Craig Chaudron, Robert DeKeyser, Catherine Doughty, Henk Harmann, Robert Mislevy and Carston Roever), February, College Park, Maryland, U.S.A.

2003 'Developing pedagogy to facilitate the acquisition of high level language ability: Interactions of task and learner factors.' Invited paper presented in the first University of Maryland Center for the Advanced Study of Language (CASL) Symposium on 'Developing High Level Language Ability' (symposium co-presenters Craig Chaudron, Robert DeKeyser,


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Catherine Doughty, Fred Eckman, Nick Ellis, John Norris, Lourdes Ortega, Hacken Ringbom and Carston Roever), October, College Park, Maryland, U.S.A.

— 'Theories and frameworks for aptitude testing and the revision of the DLAB.' Invited paper presented in the Center for Applied Linguistics Symposium on 'Revising the Defense Language Aptitude Battery', at the Defense Language Institute (symposium co-presenters Madeliene Ehrman, John Lett, David MacGregor and Dan Reed), September, Monterey, California, U.S.A.

2002 'A cognitive theory of second language task complexity: Effects of task complexity on interaction and uptake.' Invited paper presented in the symposium on 'Cognition and SLA', convened by Yuki Horiba, Kanda Institute of International Studies, Center for Language Sciences (symposium co-presenter Michael Harrington), January, Chiba, Japan.

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

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

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

1996 'Implicit and explicit learning, memory and knowledge: Definitions, disputes and data.' Paper presented in the Japan Association of College English Teachers (JACET) Distinguished Lecturer Series, October, Tokyo, Japan.

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

9. ACADEMIC CONFERENCE ORGANIZATION I) CONFERENCES CHAIRED 2000 Aspects of English Studies. Conference Co-Chaired at Aoyama Gakuin

University, March, Tokyo, Japan. (Invited plenary speakers: Seiko Aoyama, Aoyama Gakuin University; Yasuko Ito, Tokyo University; Senko Maynard, Rutgers University; Karen Yamashita, University of California, Davis).

1999 Individual Differences In Foreign Language Learning: Effects of Aptitude, Intelligence and Motivation. Conference Chaired at Aoyama Gakuin University, March, Tokyo, Japan. (Invited plenary speakers, Elena Grigorenko, Yale University; Peter MacIntyre, University College, Cape Breton; Peter Skehan, King's College London; Robert Sternberg, Yale University.

1998 The 3rd Pacific Second Language Research Forum (PacSLRF). Conference Chaired at Aoyama Gakuin University, March, Tokyo, Japan. (Invited plenary speakers: Sachiko Ide, Nihon Joshidai; Gabriele Kasper,


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University of Hawai'i at Manoa; Michael Long, University of Hawai'i at Manoa; Paul Meara, University College, Swansea; Manfred Pienemann, Australian National University; Miyuki Sasaki, Nagoya Gakuin University.

II) CONFERENCE SYMPOSIA CONVENED 2011 ‘Task complexity, task sequencing and language learning’. Invited

symposium convened for the 4th International Task-Based Language Teaching (TBLT) Conference, University of Auckland, November, New Zealand.

2007 ‘Task Complexity, language learning and language performance: Current research issues.' Symposium convened for the American Association of Applied Linguistics (AAAL) Annual Conference (symposium presenters: Roger Gilabert, University of Barcelona; Tomohito Ishikawa, Aoyama Gakuin University; Folkert Kuiken, University of Amsterdam; Marije Michel, University of Amsterdam; Daisuke Nakamura, Aoyama Gakuin University; Peter Robinson, Aoyama Gakuin University; Ineke Vedder, University of Amsterdam), April, Costa Mesa, California, U.S.A.

2003 'Cognitive linguistics and second language acquisition.' Invited symposium Convened for the American Association of Applied Linguistics (AAAL) Annual Conference (symposium presenters: Michel Achard, Rice University; Richard Hudson, University College London; Peter Robinson, Aoyama Gakuin University; Len Talmy, SUNY, Buffalo; Russ Tomlin, University of Oregon; Andrea Tyler, Georgetown University), March, Arlington, Virginia, U.S.A.

2002 'Individual differences in SLA theory and SL pedagogy: Reconceptualising aptitude-treatment interactions.' Symposium Convened for the 14th AILA World Congress of Applied Linguistics, National University of Singapore, (symposium presenters: Robert DeKeyser, University of Pittsburgh; Akiko Fujii, Georgetown University; Birgit Harley, Ontario Institute for Studies in Education/University of Toronto; Leila Ranta, University of Alberta; Jenefer Philp, University of Tasmania; Peter Robinson, Aoyama Gakuin University; Steven Ross, Kwansei Gakuin University), December, Singapore, Republic of Singapore.

2001 'SLA and Language Teaching; Universal Grammar and SLA; Individual Differences and SLA; Focus on form and SL instruction; Naturalistic and incidental SLA.' Convener of the Japanese Second Language Research Forum (JPacSLRF) thematic strand of the Japan Association of Language Teachers (JALT) Annual Conference, November, Kitakyushu, Japan.

1999 'Implicit and explicit second language acquisition.' Invited symposium Convened for the 13th AILA World Congress of Applied Linguistics, Waseda University, (symposium presenters: Nick Ellis, University of Wales, Bangor; Peter Robinson, Aoyama Gakuin University; Richard Schmidt, University of Hawai'i at Manoa), August, Tokyo, Japan.

1998 'Focus on form in instructed interlanguage development.' Symposium Convened for the 3rd Pacific Second Language Research Forum (PacSLRF), Aoyama Gakuin University, (symposium presenters: Mamiko Akita, University of Durham; David Aline, Tokai University; Naomi Cross, University of Durham; Renée Jourdenais, Georgetown University; Hitoshi Muranoi, Tohoku Gakuin University; Peter Robinson, Aoyama


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Gakuin University; Martha Young-Schoulten, University of Durham), March, Tokyo, Japan.

10. GRADUATE STUDENT SUPERVISION I) Ph.D. DISSERTATIONS 1994-96 Christina Gitsaki. Ph.D. The second language acquisition of collocations by

Greek learners of English. Centre for Language Teaching and Research, University of Queensland, Brisbane, Australia. (Current positions, Lecturer, Department of Education, University of Queensland, Australia/ UNESCO Chair in Applied Research, Higher Colleges of Technology, Sharjah, U.A.E.).

1994-97 Massoud Rahimpour. Ph.D. Task complexity, task condition and variation in oral L2 discourse. Centre for Language Teaching and Research, University of Queensland, Brisbane, Australia. (Current position, Professor, Department of English, Tabriz University, Iran).

1996-99 David Aline. Ed.D. Noticing output and its effects on subsequent second language task production. Graduate Program in Applied Linguistics, Temple University, Tokyo, Japan. (Current position, Professor, Department of English, Kanazawa University, Japan).

1996-99 Jianjun Urwin. Ph.D. Second language listening task complexity. Department of Chinese and Asian Studies, Monash University, Melbourne, Australia. (Last position, Lecturer (retired), Department of Chinese and Asian Studies, Monash University, Australia).

2003-05 Roger Gilabert. Ph.D. Task complexity and L2 narrative oral discourse. Department of Applied Linguistics, University of Barcelona, Barcelona, Spain. (Current position, Lecturer, Department of Applied Linguistics, University of Barcelona, Spain).

2003-08 Tomohito Ishikawa. Ph.D. The effects of intentional reasoning demands on L2 speech production. Department of English, Aoyama Gakuin University, Tokyo, Japan. (Current position, Assistant Professor, Department of English, Soka Gakuin University, Japan).

2004- Daisuke Nakamura. Ph.D. (In progress). Cognitive linguistics, usage-based learning, and individual differences in construction learning during second language acquisition: A replication and extension of Casenhiser and Goldberg (2006). Department of English, Aoyama Gakuin University, Tokyo, Japan.

2005-09 Helen Stewart-Carpenter. Ph.D. A behavioral and electrophysiological investigation of different aptitudes for L2 grammar in learners equated for proficiency level. Department of Linguistics and Center for Cognitive Neuroscience, Georgetown University, Washington D.C., U.S.A. (Current position, Instructor, American University, Department of Applied Linguistics, Washington D.C., U.S.A.).

2008-10 Melissa Baralt. Ph.D. The Cognition Hypothesis and second language acquisition in computer mediated communication (CMC) and face-to-face (FTF) environments. Department of Spanish and Applied Linguistics, Georgetown University, Washington D.C., U.S.A. (Current position, Assistant Professor, Department of Modern Languages, Florida International University, U.S.A.).


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II) M.A. THESES

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

— Jianjun Urwin. M.A. Background knowledge, pretasks and second language listening comprehension task difficulty. Centre for Language Teaching and Research, University of Queensland, Brisbane, Australia.

— John Holthouse. M.A. Anxiety and second language learning task type. Centre for Language Teaching and Research, University of Queensland, Brisbane, Australia.

— Tim Roskams. M.A. Implicit and explicit teaching and learning of foreign language vocabulary. Centre for Language Teaching and Research, University of Queensland, Brisbane, Australia.

1996 Angela Jacob. M.A. Anxiety and motivation on open and closed second language tasks in a Singaporean secondary school. National University of Singapore/Regional Language Centre (RELC), Republic of Singapore.

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

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

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

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

2003 Yoshiko Koizawa. M.A. Classroom interaction, markedness, and focus on form in the acquisition of relative clauses by second language learners of English — An experimental study. Department of English, Aoyama Gakuin University, Tokyo, Japan.

2007 Yasushi Ikeda. M.A. Task complexity, lexicalization patterns and conceptual transfer: An empirical study. Department of English, Aoyama Gakuin University, Tokyo, Japan.

2008 Midori Suzuki. M.A. Metacognition and second language acquisition of noun phrase complementation. Department of English, Aoyama Gakuin University, Tokyo, Japan.

2009 Hiroaki Kato. M.A. Uptake and incorporation of premodified input during interaction on simple and complex second language tasks. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Rumiko Shimizu. M.A. Cohesion in second language writing: The influence of free writing versus back translation, genre and proficiency. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Yuki Oshino, M.A. Anxiety, recasts, uptake and interaction in instructed language learning. Department of English, Aoyama Gakuin University, Tokyo, Japan.


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2011 Nao Sakaguchi M.A. Individual differences in working memory capacity and uptake of recasts of past perfect and past perfect conditional forms during task-based interaction Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Yoko Suzuki M.A. (in progress). Interlanguage pragmatics and the development of second language proficiency. Department of English, Aoyama Gakuin University, Tokyo, Japan.

11. UNDERGRADUATE STUDENT GRADUATION THESIS SUPERVISION

1997 The role of formulaic language in second language acquisition. Mihoko

Hakata. Department of English, Aoyama Gakuin University, Tokyo, Japan. — Bilingualism in Japan: The role of task-based teaching. Hisayo Kikuchi.

Department of English, Aoyama Gakuin University, Tokyo, Japan. — A description of the goals and results of the Canadian immersion programs.

Etsuko Hiroaka. Department of English, Aoyama Gakuin University, Tokyo, Japan.

1998 Interaction, tasks and second language acquisition. Ayako Nishiyama. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Differences between animal communication and human communication. Emiko Yamauchi. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Interaction-based second language learning. Keita Kikuchi. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Native speaker, non-native speaker interaction and the acquisition of Japanese as a second language. Sayaka Abe. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Bilingual education for children and adults. Mayumi Kuroda. Department of English, Aoyama Gakuin University, Tokyo, Japan.

1999 Developmental sequences in second language acquisition. Masahisa Abe. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— A comparison of naturalistic and instructed second language acquisition. Noriko Matsuda. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— A study of performance on second language learning tasks. Shizuka Miyazaki. Department of English, Aoyama Gakuin University, Japan.

2000 Second language teaching strategies. Keiko Kanechika. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Second language acquisition theory: Individual differences in personality and second language learning. Hiroyuki Osada. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Second language acquisition and education: How fluency changes in learners’ production during task-based interaction. Naoko Horimoto. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Second language acquisition in Japan: Analyzing data from Japanese learners. Yoko Suzuki. Department of English, Aoyama Gakuin University, Tokyo, Japan.


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— Effects of anxiety and motivation on accuracy and fluency in a second language. Sayaka Nishimoto. Department of English, Aoyama Gakuin University, Japan.

2001 Learning strategies in learning Japanese as a second language. Masaomi Ibiguchi. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Acquisition of Japanese as a second language: How well does the Contrastive Analysis Hypothesis work? Sonoko Kawasaki. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Social development and second language teaching theories. Natsuno Takasawa. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— A study of morpheme acquisition orders in second language speech. Makoto Nomura. Department of English, Aoyama Gakuin University, Tokyo, Japan.

2002 Second language acquisition: The effect of motivation and anxiety in the Japanese classroom. Kazunori Ohnuki. Department of English, Aoyama Gakuin University, Tokyo, Japan

— Language acquisition theories and bilingualism. Akemi Wakatsuki. Department of English, Aoyama Gakuin University, Tokyo, Japan.

2003 Second language acquisition theories and feminism. Kaori Takishima. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Input-processing-output anxiety, task complexity, and second language speech production. Akihiro Shimizu. Department of English, Aoyama Gakuin University, Tokyo, Japan.

2005 First language interference during second language learning. Kumiko Takeuchi. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Child - adult differences in rate of second language acquisition and language learning aptitude. Kei Kawaguchi. Department of English, Aoyama Gakuin University, Tokyo, Japan.

2006 L2 transfer, L1(Japanese)-L2(English) differences and second language learning difficulty. Noriko Omura. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Individual differences, classroom methodologies and SLA. Yoshiaki Saito. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Bilingual education and SLA in Japan and Canada. Noriko Horiguchi. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Why are English articles difficult for Japanese learners of English as a foreign and second language to acquire? A study of age and length of foreign language residence effects. Rumiko Sato. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Cognition, metacognition and learning strategies. Midori Suzuki. Department of English, Aoyama Gakuin University, Tokyo, Japan.

2007 Proficiency, task-based interaction and interactional role. Yuki Oshima Department of English, Aoyama Gakuin University, Tokyo, Japan.

2008 Vocabulary learning and retention: An empirical study of the effectiveness of picture prompts. Wataru Kato. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Anxiety, culture and L2 speech. Mari Kimura. Department of English, Aoyama Gakuin University, Tokyo, Japan.

2009 Imitation, practice and second language instruction in Japan. Kousuke Iwaasa. Department of English, Aoyama Gakuin University, Tokyo, Japan.


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— Second language speech production in the Here-and-Now and There-and-Then. Tomona Kanda. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— Motivation, task-based interaction and the acquisition of Japanese as a second language. Yu Mizushima. Department of English, Aoyama Gakuin University, Tokyo, Japan.

2010 Anxiety and second language classroom interaction. Kaori Inagaki. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— A diary study of simultaneous instructed second language acquisition of Spanish, Korean and Chinese by a native speaker of Japanese. Rumi Ohta. Department of English, Aoyama Gakuin University, Tokyo, Japan.

— ̀ Good language learner` research. (In progress) Daisuke Miyamoto, Department of English, Aoyama Gakuin University, Tokyo, Japan.

— A questionnaire survey of foreign language learning experiences. (In progress) Tomomi Komagata, Department of English, Aoyama Gakuin University, Tokyo, Japan.

12. MEMBERSHIP OF PROFESSIONAL SOCIETIES AND

ORGANIZATIONS

I) PROFESSIONAL SOCIETIES AND ORGANIZATIONS CHAIRED 1998-01 ♦ The Pacific Second Language Research Forum (PacSLRF): Chair. (Co-

members of the 1998-2001 steering committee: Michael Harrington, University of Queensland; Ruth Kanagy, University of Oregon; Jonathan Newton, Victoria University of Wellington; Rhonda Oliver, Edith Cowan University; Miyuki Sasaki, Nagoya Gakuin University; and Yasutaka Yano, Waseda University.

2000-03 ♦ The Japanese Pacific Second Language Research Forum (JPacSLRF): Chair.

(Co-members of the steering committee: Kazuko Yamoto, Kanagawa Women's University; Kaoru Koyanagi, Sophia University; Hitoshi Muranoi, Tohoku Gakuin University; Kazuhiko Nagatomo, Ochanomizu University; Tadashi Sakamoto, Nanzan University; Satomi Takahashi, Rikkyo University; Takako Toda, Waseda University; Shigenori Wakabayashi, Gunma Prefectural Women's University; and Yasutaka Yano, Waseda University, Japan).

II) CURRENT MEMBERSHIP OF PROFESSIONAL SOCIETIES AND

ORGANIZATIONS ♦ International Consortium on Task-Based Language Teaching ♦ UK Cognitive Linguistics Association ♦ American Association of Applied Linguistics (AAAL). ♦ International Association of Applied Linguistics (AILA). III) PAST MEMBERSHIP OF PROFESSIONAL SOCIETIES AND

ORGANIZATIONS ♦ Society for Language Development (SLD) (2005-2006).


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♦ Teachers of English to Speakers of Other Languages (TESOL) (2004- 2006).

♦ Asiatic Society of Japan (2001-2003). ♦ Pacific Second Language Research Forum (PacSLRF) (1996-2001). ♦ International Association for the Scientific Study of Consciousness (2000-

2001). ♦ Japan Association of College English Teachers (JACET) (1999- 2000). ♦ New York Academy of Science (1997-1999). ♦ Japan Association of Language Teachers (JALT) (1996-2000). ♦ Singapore Association of Applied Linguistics (SAAL) (1995-1996). ♦ Singapore Association of Language Teachers (SALT) (1995-1996). ♦ Australian Association of Applied Linguistics (1994-1995). ♦ Hawai'ian Association of Language Teachers (HALT) (1989-1994). ♦ Hawai'ian Association for Teachers of English to Speakers of other Languages (HATESOL) (1989-1994). ♦ British Association of Applied Linguistics (BAAL) (1985-1986).

♦ International Association for Teachers of English as a Foreign Language (IATEFL) (1984-1986).

13. CONTACT INFORMATION

Office: Aoyama Gakuin University, Department of English, 4-4-25 Shibuya, Shibuya-ku, Tokyo 150-8366, Japan. Telephone: ♦ University switchboard: (domestic) 03 3409 8111; (international) 81 3 3409 8111. ♦ English Department office: (domestic) 03 3409 7905; (international) 81 3 3409 7905. ♦ Personal office—direct: (domestic) 03 3409 8422; (international) 81 3 3409 8422. Fax: ♦ English Department office: (domestic) 03 3486 8390; (international) 81 3 3486 8390. E-mail: < [email protected] >

Websites: ♦ Personal website: < http://www.cl.aoyama.ac.jp/~peterr/ > ♦ English Department website:


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< http://www.cl.aoyama.ac.jp/english/newSite/html > ♦ Aoyama Gakuin University website: < http://www.aoyama.ac.jp/ >

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