This article presents a brief overview and cognitive-interactionist framework for task-based language teaching(TBLT) in the field of second language acquisition(SLA). Over the past decades, researches have sought pedagogically useful and acquisitionally optimal task sequencing method. Theoretically prompted researchers have hypothesized taxonomies that meet these requirements. A series of empirical studies show that the task complexity, which means cognitive demands, can be one of the answer. But, possible explanations are yet to be found. Both the limited attentional capacity hypothesis and the cognition hypothesis have their own plausibility and limitation. Conclusion is empirically unresolved yet.(Kyung Hee University)
1. 서론
2. 과제기반 언어교육
3. 인지·상호작용주의 틀에서 본 과제의 복잡성
4. 과제의 복잡성 관련 연구 동향
5. 결론
참고문헌