scholarly journals Position paper: Moving task-based language teaching forward

2017 ◽  
Vol 50 (4) ◽  
pp. 507-526 ◽  
Author(s):  
Rod Ellis
Keyword(s):  
Teacher Training ◽  
Task Complexity ◽  
Explicit Instruction ◽  
Language Teaching ◽  
Object Oriented ◽  
Position Paper ◽  
Focus On Form ◽  
And Task

The advocacy of task-based language teaching (TBLT) has met with resistance. The critiques of TBLT and the misconceptions that underlie them have already been addressed in Ellis (2009) and Long (2016). The purpose of this article is to move forward by examining a number of real problems that TBLT faces – such as how a ‘task’ should be defined, the nature and timing of the ‘focus-on-form’ required, how to determine task complexity and sequence tasks, the role of explicit instruction, the timing of focus on form and the teacher training needed to ensure effective uptake of TBLT – and to also consider what solutions are possible. Disagreements exist regarding the relative merits of task-based and task-supported language teaching. I will propose that a hybrid/modular syllabus that allows for a balance between an object-oriented and a tool-oriented view of language teaching offers the most promising way forward.

Are tool properties always processed automatically? The role of tool use context and task complexity

Cortex ◽  
2013 ◽  
Vol 49 (6) ◽  
pp. 1679-1693 ◽  
Author(s):  
Jennifer Randerath ◽  
Kimberley R. Martin ◽  
Scott H. Frey
Keyword(s):  
Tool Use ◽  
Task Complexity ◽  
Use Context ◽  
And Task

Knowledge-oriented leadership, team learning and team creativity: the roles of task interdependence and task complexity

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chenghao Men ◽  
Ruiqian Jia
Keyword(s):  
Team Learning ◽  
Task Complexity ◽  
Knowledge Worker ◽  
Task Interdependence ◽  
Sustainable Competitive Advantage ◽  
Team Creativity ◽  
Content Type ◽  
Moderating Role ◽  
And Task

PurposeOrganizations is increasingly depending on team creativity to create a sustainable competitive advantage. The purpose of this study is to examine the relation between knowledge-oriented leadership and team creativity.Design/methodology/approachThe hypotheses were tested with a sample of 89 knowledge worker teams consisting of 412 employees and employers in China.FindingsResults show that knowledge-oriented leadership is positively associated with team creativity, mediated by team learning. Additionally, task interdependence and task complexity can strengthen the positive relation between team learning and team creativity.Originality/valueThe study is the first to explore the relation between knowledge-oriented leadership and team creativity and the moderating role of task interdependence and task complexity in the relation between team learning and team creativity.

The curvilinear effect of task conflict on idea generation

2019 ◽  
Vol 30 (2) ◽  
pp. 158-179 ◽  
Author(s):  
Xingwen Chen ◽  
Jun Liu ◽  
Yiwei Yuan ◽  
Xun Cui
Keyword(s):  
Task Complexity ◽  
Negative Relationship ◽  
Idea Generation ◽  
Mediating Effect ◽  
Task Conflict ◽  
Curvilinear Relationship ◽  
Content Type ◽  
Creative Idea ◽  
And Task

Purpose Previous research has yielded inconsistent findings of the effects that task conflict has on creative outcomes, with some research finding a negative relationship but others holding a positive or even no significant relationship. Drawing on the too-much-of-a-good-thing effect approach, this paper aims to investigate the curvilinear relations between task conflict and creative idea generation as well as the mediating role of task reflexivity and the moderating role of task complexity. Design/methodology/approach Two studies were carried out to test the proposed relationship. In Study 1, multisource and lagged data collected from 533 employees and 140 corresponding supervisors were used to test the curvilinear relationship between task conflict and creative idea generation as well as the moderating effect of task complexity. In Study 2, the authors extended the findings by exploring the mediating effect of task reflexivity using a matched sample of 350 employees and 99 corresponding supervisors. Findings Task conflict had an inverted U-shaped relationship with creative idea generation, and task reflexivity partially mediated this relationship. Besides, this association was moderated by task complexity such that the curvilinear relationship was more pronounced for tasks with lower complexity. Research limitations/implications This study was more or less contaminated by common method variance because some variables were derived from the same sources. Also, task conflict might be necessitated to differentiate and more situational variables should be considered to draw a complete picture. Practical implications Managers should undertake conflict management according to the levels of task conflict and task complexity. At a lower degree of task conflict, managers might motivate employees to think more about task-related issues; at higher levels of task conflict, managers should act as conflict mediators to reduce the underlying negative effects, especially for simple tasks. Originality/value These findings could help us understand the boundary conditions under, and the underlying mechanisms by, which task conflict has an impact on creative idea generation.

Role of Positive and Negative Instances in Learning Disjunctive Concepts

1973 ◽  
Vol 32 (1) ◽  
pp. 71-74 ◽  
Author(s):  
Marvin L. Schroth ◽  
Federico M. V. Tamayo
Keyword(s):  
College Students ◽  
Task Complexity ◽  
Disjunctive Concepts ◽  
Better Than ◽  
And Task

The present study involved comparing the learning of disjunctive concepts when information is presented by the use of all positive instances or all negative instances. The series of disjunctive concepts varied in complexity in terms of number of dimensions and values. 128 college students served as Ss and 4 different stimulus sets of varying complexity were used. All negative instances groups performed significantly better than positive-instances groups and task complexity was significant. These results were interpreted as support for Bourne's hypothesis that negative instances provide more information about disjunctive concepts than positive instances.

scholarly journals On the origins of informal hierarchy: The interactive role of formal leadership and task complexity

2018 ◽  
Vol 40 (3) ◽  
pp. 311-324 ◽  
Author(s):  
Jacoba J. Oedzes ◽  
Gerben S. Van der Vegt ◽  
Floor A. Rink ◽  
Frank Walter
Keyword(s):  
Task Complexity ◽  
Formal Leadership ◽  
And Task

scholarly journals Customer participation and service outcomes: mediating role of task-related affective well-being

2019 ◽  
Vol 33 (1) ◽  
pp. 16-30 ◽  
Author(s):  
Aswathy Asokan Ajitha ◽  
Piyush Sharma ◽  
Russel P.J. Kingshott ◽  
Upendra Kumar Maurya ◽  
Arshinder Kaur
Keyword(s):  
Conceptual Model ◽  
Task Complexity ◽  
Well Being ◽  
Customer Participation ◽  
Customer Knowledge ◽  
Content Type ◽  
Mediating Role ◽  
Service Outcomes ◽  
And Task

Purpose The purpose of this paper is to contribute to transformative service research by drawing on self-determination, elicitation of emotions framework and feelings-as-information theories to explore how customer participation, task-related affective well-being, customer knowledge, task complexity and service outcomes relate with each other. Design/methodology/approach A synthesis of relevant literature on customer participation and customer well-being reveals a conceptual model with 11 testable propositions. Findings The conceptual model shows that task-related affective well-being mediates the link between customer participation and service outcomes. Moreover, customer knowledge and task complexity moderate these links. Research limitations/implications An empirically testable conceptual model models the roles of task-related affective well-being, customer knowledge and task complexity in the process by which customer participation influences service outcomes. Practical implications Service managers can use the model to design services based on the effects of different types of customer participation on task-related affective well-being. Originality/value This paper is one of the first to study the mediating role of task-related affective well-being in the relationship between customer participation and service outcomes. It does so by revealing the differential impact various types of participation have on service outcomes and the moderating role of customer knowledge and task complexity.

Sign in / Sign up

Export Citation Format

Share Document