The interplay of task complexity (+- Here-and-Now) and proficiency in shaping written narratives in Spanish as a foreign language.

Autor/inn/en	SÃ¡nchez, Laura; Kalamakis, Sara Zoi
Titel	The interplay of task complexity (+- Here-and-Now) and proficiency in shaping written narratives in Spanish as a foreign language.
Quelle	In: System : an international journal of educational technology and applied linguistics, 112 (2023) Art. 102949, 12 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0346-251X
DOI	10.1016/j.system.2022.102949
Schlagwörter	Unterricht; Sprachenlernen; Spanisch; Datenanalyse; Aufgabe; Komplexität; Leistung
Abstract	Research on task complexity focuses on the influence of different task features on language learners' production in terms of linguistic complexity, accuracy, fluency and lexis. Within this field, a line of investigation that has attracted much attention is the influence of resource-directing and resource-dispersing features of cognitive task complexity. Notwithstanding, the evidence assembled to date has yielded contradictory results that are not consistent across task type, proficiency level, and task modality. The study attempts to shed some light by examining the role of task complexity along the [Â± Here-and-Now] dimension in written production, and whether the effects of task complexity are the same at different proficiency levels. To this aim, data were elicited from Swedish high school learners of Spanish as a FL (n = 67) using two different versions of a narrative task. In turn, the participants' proficiency was assessed using a multiple-choice test. The results suggest that task complexity had a statistically significant effect on the four areas of language production. On the other hand, when splitting the sample into proficiency groups, differences across task conditions were found, but only in the higher proficiency group. These results are interpreted in light of Robinson's Cognition Hypothesis and Skehan's Trade-Off Model.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2024/1