Impacts of task complexity on the development of L2 oral performance over time.

Autor/inn/en	Kim, YouJin; Payant, Caroline
Titel	Impacts of task complexity on the development of L2 oral performance over time.
Quelle	In: International review of applied linguistics in language teaching, 55 (2017) 2, S. 197-220 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 1; Literaturangaben; Tabellen 3
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0019-042X; 1613-4141
DOI	10.1515/iral-2017-0066
Schlagwörter	Empirische Forschung; Ausdrucksfähigkeit; Englischunterricht; Fremdsprachenunterricht; Korea; Mündlicher Ausdruck; Ausdrucksfähigkeit; Empirische Forschung; Mündlicher Ausdruck; Fremdsprachenunterricht; Englischunterricht; Aufgabenstellung; Korea
Abstract	Robinson's Cognition Hypothesis states that requiring second language (L2) learners to engage in tasks of increasing complexity may promote greater quality of language production. However, few studies have explored the impact of increasing task complexity on learners' development of L2 oral performance over time. The present study employed a pre-test/post-test design to investigate how engaging in tasks with different degrees of complexity impact L2 oral performance development with sixty Korean learners of English. Task complexity was manipulated based on the [+/-reasoning demands] variable following Robinson's Triadic Componential Framework (2001). To measure the effects of task complexity on L2 oral performance, learners were assigned to one of four conditions: a) simple task, b) +complex task, c) ++complex task, and d) no task. The pre- and post-test results were analysed for complexity, accuracy, and fluency. Results indicated that L2 oral performance under complex task conditions led to greater syntactic complexity and fluency over time. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2