| Focus on form Theory, research, and practice Michael H. Long Peter Robinson MH Long, P Robinson Focus on form in classroom second language acquisition, 15-42, 1998 | 3206* | 1998 |
| Attention and memory during SLA P Robinson The handbook of second language acquisition, 631-678, 2003 | 2339* | 2003 |
| Task Complexity, Task Difficulty, and Task Production: Exploring Interactions in a Componential Framework P Robinson Applied Linguistics 22 (1), 27-57, 2001 | 1850 | 2001 |
| Attention, memory, and the “noticing” hypothesis P Robinson Language Learning 45 (2), 283-331, 1995 | 1596 | 1995 |
| Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA P Robinson Cognition and second language instruction, 287-318, 2001 | 1061 | 2001 |
| Handbook of cognitive linguistics and second language acquisition P Robinson, NC Ellis Routledge/Taylor & Francis, 2008 | 952 | 2008 |
| Learning simple and complex second language rules under implicit, incidental, rule-search and instructed conditions P Robinson Studies in Second Language Acquisition 18 (1), 27-67, 1996 | 923 | 1996 |
| Learning simple and complex second language rules under implicit, incidental, rule-search and instructed conditions PJ Robinson University of Hawaii at Manoa, 1994 | 923 | 1994 |
| Cognitive complexity and task sequencing: Studies in a componential framework for second language task design P Robinson International Review of Applied Linguistics in Language Teaching (IRAL) 43 …, 2005 | 864 | 2005 |
| Cognition and second language instruction P Robinson Cambridge University Press, 2001 | 658 | 2001 |
| Aptitude and second language acquisition P Robinson Annual Review of Applied Linguistics 25, 46-73, 2005 | 639 | 2005 |
| Task complexity and second language narrative discourse P Robinson Language Learning 45 (1), 99-140, 1995 | 598 | 1995 |
| Individual differences and instructed language learning P Robinson John Benjamins Publishing Company, 2002 | 582 | 2002 |
| The cognitive hypothesis, task design, and adult task-based language learning P Robinson | 558 | 2003 |
| Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty P Robinson International Review of Applied Linguistics in Language Teaching (IRAL) 45 …, 2007 | 521 | 2007 |
| Task‐based language learning: A review of issues P Robinson Language learning 61, 1-36, 2011 | 509 | 2011 |
| Generalizability and automaticity of second language learning under implicit, incidental, enhanced, and instructed conditions P Robinson Studies in Second Language Acquisition 19 (2), 223-247, 1997 | 495 | 1997 |
| Individual differences and the fundamental similarity of implicit and explicit adult second language learning P Robinson Language Learning 47 (1), 45-99, 1997 | 476 | 1997 |
| Task complexity, the Cognition Hypothesis and second language learning and performance P Robinson, R Gilabert International Review of Applied Linguistics in Language Teaching (IRAL) 45 …, 2007 | 463 | 2007 |
| Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition P Robinson Second Language Research 17 (4), 368-392, 2001 | 442 | 2001 |
Nick C EllisProfessor of Psychology and Linguistics, University of MichiganVerified email at umich.edu
