Peter Skehan
Biographic Data
| ID | 736423 |
|---|---|
| NAME | Peter Skehan |
| GIVEN NAMES | Peter |
| FAMILY NAME | Skehan |
| SIGNATURE | SKEHAN P |
| AFFILIATIONS | University of West London |
| ORCID | 0000-0003-1429-8859 |
| VERIFIED | Yes |
| TOTAL WORKS | 25 |
| TOTAL CITATIONS | 83 |
| AUTHOR COUNT | 25 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Carroll, John B.
John (Jack) Bissell Carroll was a psychologist interested in language who had immense impact, both within his own field and also in applied linguistics.
A personal bookshelf of foreign language aptitude publications
Like many in the profession, from the United Kingdom certainly, the teaching of English was a second, or more accurately, third career for me. After periods as a clinical psychologist and primary school teacher, the lure of travel took me to France. The need to earn money, the discovery that the choices about how to do this were limited, led to a move into teaching English as a Foreign Language. And, again like many in the profession, there was t…
Linking second language speaking task performance and language testing
This written version of a plenary to the Language Testing Research Colloquium relates research into second language speaking task performance to language testing. A brief review of models of communicative competence and of speaking is provided. Then, two major areas within testing are discussed: the concepts of difficulty and ability for use. The next section covers research into spoken task-based performance, covering effects from task condition…
Performance Profiles on Second Language Speaking Tasks
This study uses a complexity–accuracy–lexis–fluency (CALF) framework to explore performance on 2 speaking tasks: a narrative picture‐based task and an interactive decision‐making task. A preliminary aim is to compare performance on the 2 tasks, using a wide range of CALF measures to explore where scores are similar and where they are different. However, the research design is within‐subjects, and so it is also possible to look at performance by p…
Developing a task-based approach to assessment in an Asian context
Task-Based Language Teaching: Theory and Practice
Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT…
Foreign language aptitude theory: Yesterday, today and tomorrow
Foreign language (FL) aptitude generally refers to a specific talent for learning a foreign or second language (L2). After experiencing a long period of marginalized interest, FL aptitude research in recent years has witnessed renewed enthusiasm across the disciplines of educational psychology, second language acquisition (SLA) and cognitive neuroscience. This paper sets out to offer a historical and an updated account of this recent progress in …
Foreign Language Aptitude and Its Relationship with Grammar: A Critical Overview
Journal Article Foreign Language Aptitude and Its Relationship with Grammar: A Critical Overview Get access Peter Skehan Peter Skehan St. Mary's University, Twickenham Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 36, Issue 3, July 2015, Pages 367–384, https://doi.org/10.1093/applin/amu072 Published: 08 December 2014
Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis
Complexity, accuracy, and fluency have proved useful measures of second language performance. The present article will re-examine these measures themselves, arguing that fluency needs to be rethought if it is to be measured effectively, and that the three general measures need to be supplemented by measures of lexical use. Building upon this discussion, generalizations are reviewed which focus on inter-relationships between the measures, especial…
Strategic planning, task structure and performance testing
Individual Differences in Second Language Learning
This chapter contains sections titled: Introduction Foreign Language Aptitude Foreign Language Aptitude and SLA SLA-Informed Aptitude Research Aptitude: Conclusion Cognitive and Learning Style Language Learning Strategies Motivation Individual Differences: Conclusions
Task-based instruction
This article is organised in five main sections. First, the sub-area of task-based instruction is introduced and contextualised. Its origins within communicative language teaching and second language acquisition research are sketched, and the notion of a task in language learning is defined. There is also brief coverage of the different and sometimes contrasting groups who are interested in the use of tasks. The second section surveys research in…
Theorising and updating aptitude
Cognition and tasks
Introduction Unlike any other skill that you could care to mention (algebra, tennis, driving, playing the bagpipes), language can work well despite poor execution. Its meaning is recoverable even when its form is incorrect. ‘Me Tarzan, you Jane’, or ‘ET phone home’ are not grammatical, nor particularly subtle, but they get the job done. This useful characteristic of language means that learners can decode and encode the semantic contents of a mes…
The Influence of Task Structure and Processing Conditions on Narrative Retellings
This article explores the effects of inherent task structure and processing load on performance on a narrative retelling task. Task performance is analyzed in terms of competition among fluency, complexity, and accuracy. In a study based on 47 young adult low-intermediate subjects the fluency of performance was found to be strongly affected by degree of inherent task structure; more structured tasks generated more fluent language. In contrast, co…
A Cognitive Approach to Language Learning (Oxford Applied Linguistics)
This work discusses the design of language tests, giving practical guidance with a firm theoretical base. It looks at psychological influences on language learning and ways they could be applied in teaching and testing.
Task type and task processing conditions as influences on foreign language performance
This paper examines the effects of planning and post-task activity on task-based performance. It is motivated by the need, given recent claims that task-based instruction has desirable pedagogic qualities, to investigate the effects of choosing different types of tasks, as well as different task implementation conditions, on the fluency, accuracy and complexity of the language which is produced when tasks are carried out. Three tasks are investig…
The Influence of Planning and Task Type on Second Language Performance
This study focuses on the impact of different variables on the nature of language performance in the context of task-based instruction. Characteristics of tasks are discussed, and then a framework is offered that can organize the nature of task-based instruction and relevant research. The framework is used to generate predictions regarding the effects of three different tasks (Personal Information Exchange, Narrative, and Decision-Making) and thr…
A Framework for the Implementation of Task-based Instruction
This paper examines recent proposals for task-based approaches to instruction It reviews relevant research, before going on to examine a number of potential problems with task-based teaching, such as a potential focus away from form and towards lexis It reviews recent developments in cognitive psychology which support a dual-mode perspective for language processing, and then proposes the goals of accuracy, complexity-restructuring, and fluency as…
Individual Differences in Second Language Learning
This article is broadly concerned with the differences between individual language learners. In terms of particular content areas of Individual Differences (ID) research, it surveys developments in foreign language aptitude, motivation, learner strategies, and learner styles. A brief review of earlier research on aptitude is presented, followed by discussions of more contemporary work on the origin of aptitude, namely, as a residue of first langu…
Individual Differences in Second-Language Learning
Language testing part II
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Language testing. Part 1
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
The role of foreign language aptitude in a model of school learning
[In this article Skehan reexamines the Carroll Model of School Learning, and suggests that it has considerable import for the neglected field of aptitude testing.]
Issues in the testing of English for specific purposes
This paper examines recent approaches to communicative language testing, and, in particular, the testing of English for specific purposes (ESP). The first three sections of the paper are concerned with validation procedures as a means of verifying the claims made for new tests. These three sections con trast two approaches to language testing research — that related to Oller's unitary competence hypothesis, and that connected to the development o…
Task-based instruction
This article is organised in five main sections. First, the sub-area of task-based instruction is introduced and contextualised. Its origins within communicative language teaching and second language acquisition research are sketched, and the notion of a task in language learning is defined. There is also brief coverage of the different and sometimes contrasting groups who are interested in the use of tasks. The second section surveys research in…
The Influence of Task Structure and Processing Conditions on Narrative Retellings
This article explores the effects of inherent task structure and processing load on performance on a narrative retelling task. Task performance is analyzed in terms of competition among fluency, complexity, and accuracy. In a study based on 47 young adult low-intermediate subjects the fluency of performance was found to be strongly affected by degree of inherent task structure; more structured tasks generated more fluent language. In contrast, co…
Foreign language aptitude theory: Yesterday, today and tomorrow
Foreign language (FL) aptitude generally refers to a specific talent for learning a foreign or second language (L2). After experiencing a long period of marginalized interest, FL aptitude research in recent years has witnessed renewed enthusiasm across the disciplines of educational psychology, second language acquisition (SLA) and cognitive neuroscience. This paper sets out to offer a historical and an updated account of this recent progress in …
Language testing part II
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Language testing. Part 1
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Developing a task-based approach to assessment in an Asian context
Issues in the testing of English for specific purposes
This paper examines recent approaches to communicative language testing, and, in particular, the testing of English for specific purposes (ESP). The first three sections of the paper are concerned with validation procedures as a means of verifying the claims made for new tests. These three sections con trast two approaches to language testing research — that related to Oller's unitary competence hypothesis, and that connected to the development o…
The role of foreign language aptitude in a model of school learning
[In this article Skehan reexamines the Carroll Model of School Learning, and suggests that it has considerable import for the neglected field of aptitude testing.]
Language testing. Part 1
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Language testing part II
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Individual Differences in Second Language Learning
This article is broadly concerned with the differences between individual language learners. In terms of particular content areas of Individual Differences (ID) research, it surveys developments in foreign language aptitude, motivation, learner strategies, and learner styles. A brief review of earlier research on aptitude is presented, followed by discussions of more contemporary work on the origin of aptitude, namely, as a residue of first langu…
Individual Differences in Second-Language Learning
The Influence of Planning and Task Type on Second Language Performance
This study focuses on the impact of different variables on the nature of language performance in the context of task-based instruction. Characteristics of tasks are discussed, and then a framework is offered that can organize the nature of task-based instruction and relevant research. The framework is used to generate predictions regarding the effects of three different tasks (Personal Information Exchange, Narrative, and Decision-Making) and thr…
A Framework for the Implementation of Task-based Instruction
This paper examines recent proposals for task-based approaches to instruction It reviews relevant research, before going on to examine a number of potential problems with task-based teaching, such as a potential focus away from form and towards lexis It reviews recent developments in cognitive psychology which support a dual-mode perspective for language processing, and then proposes the goals of accuracy, complexity-restructuring, and fluency as…
Task type and task processing conditions as influences on foreign language performance
This paper examines the effects of planning and post-task activity on task-based performance. It is motivated by the need, given recent claims that task-based instruction has desirable pedagogic qualities, to investigate the effects of choosing different types of tasks, as well as different task implementation conditions, on the fluency, accuracy and complexity of the language which is produced when tasks are carried out. Three tasks are investig…
A Cognitive Approach to Language Learning (Oxford Applied Linguistics)
This work discusses the design of language tests, giving practical guidance with a firm theoretical base. It looks at psychological influences on language learning and ways they could be applied in teaching and testing.
The Influence of Task Structure and Processing Conditions on Narrative Retellings
This article explores the effects of inherent task structure and processing load on performance on a narrative retelling task. Task performance is analyzed in terms of competition among fluency, complexity, and accuracy. In a study based on 47 young adult low-intermediate subjects the fluency of performance was found to be strongly affected by degree of inherent task structure; more structured tasks generated more fluent language. In contrast, co…
Cognition and tasks
Introduction Unlike any other skill that you could care to mention (algebra, tennis, driving, playing the bagpipes), language can work well despite poor execution. Its meaning is recoverable even when its form is incorrect. ‘Me Tarzan, you Jane’, or ‘ET phone home’ are not grammatical, nor particularly subtle, but they get the job done. This useful characteristic of language means that learners can decode and encode the semantic contents of a mes…
Theorising and updating aptitude
Individual Differences in Second Language Learning
This chapter contains sections titled: Introduction Foreign Language Aptitude Foreign Language Aptitude and SLA SLA-Informed Aptitude Research Aptitude: Conclusion Cognitive and Learning Style Language Learning Strategies Motivation Individual Differences: Conclusions
Task-based instruction
This article is organised in five main sections. First, the sub-area of task-based instruction is introduced and contextualised. Its origins within communicative language teaching and second language acquisition research are sketched, and the notion of a task in language learning is defined. There is also brief coverage of the different and sometimes contrasting groups who are interested in the use of tasks. The second section surveys research in…
Strategic planning, task structure and performance testing
Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis
Complexity, accuracy, and fluency have proved useful measures of second language performance. The present article will re-examine these measures themselves, arguing that fluency needs to be rethought if it is to be measured effectively, and that the three general measures need to be supplemented by measures of lexical use. Building upon this discussion, generalizations are reviewed which focus on inter-relationships between the measures, especial…
Foreign Language Aptitude and Its Relationship with Grammar: A Critical Overview
Journal Article Foreign Language Aptitude and Its Relationship with Grammar: A Critical Overview Get access Peter Skehan Peter Skehan St. Mary's University, Twickenham Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 36, Issue 3, July 2015, Pages 367–384, https://doi.org/10.1093/applin/amu072 Published: 08 December 2014
Foreign language aptitude theory: Yesterday, today and tomorrow
Foreign language (FL) aptitude generally refers to a specific talent for learning a foreign or second language (L2). After experiencing a long period of marginalized interest, FL aptitude research in recent years has witnessed renewed enthusiasm across the disciplines of educational psychology, second language acquisition (SLA) and cognitive neuroscience. This paper sets out to offer a historical and an updated account of this recent progress in …
Task-Based Language Teaching: Theory and Practice
Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT…
Developing a task-based approach to assessment in an Asian context
Performance Profiles on Second Language Speaking Tasks
This study uses a complexity–accuracy–lexis–fluency (CALF) framework to explore performance on 2 speaking tasks: a narrative picture‐based task and an interactive decision‐making task. A preliminary aim is to compare performance on the 2 tasks, using a wide range of CALF measures to explore where scores are similar and where they are different. However, the research design is within‐subjects, and so it is also possible to look at performance by p…
Linking second language speaking task performance and language testing
This written version of a plenary to the Language Testing Research Colloquium relates research into second language speaking task performance to language testing. A brief review of models of communicative competence and of speaking is provided. Then, two major areas within testing are discussed: the concepts of difficulty and ability for use. The next section covers research into spoken task-based performance, covering effects from task condition…
A personal bookshelf of foreign language aptitude publications
Like many in the profession, from the United Kingdom certainly, the teaching of English was a second, or more accurately, third career for me. After periods as a clinical psychologist and primary school teacher, the lure of travel took me to France. The need to earn money, the discovery that the choices about how to do this were limited, led to a move into teaching English as a Foreign Language. And, again like many in the profession, there was t…
Carroll, John B.
John (Jack) Bissell Carroll was a psychologist interested in language who had immense impact, both within his own field and also in applied linguistics.
Psychology (21 works) · EFL/ESL Teaching and Learning (19 works) · Linguistics (16 works) · Computer Science (15 works) · Mathematics education (14 works) · Second Language Learning and Teaching (11 works) · Second Language Acquisition and Learning (9 works) · Aptitude (7 works) · Cognitive psychology (7 works) · Philosophy (7 works)