Effects of Task Complexity Variables on Complexity, Accuracy and Fluency of Second Language Production: A Critical Review

2017 ◽  
Vol 9 (4) ◽  
pp. 94
Author(s):  
Lilliati Ismail ◽  
Arshad Abd. Samad
Keyword(s):  
Second Language ◽  
Learning Process ◽  
Critical Review ◽  
Language Production ◽  
Task Complexity ◽  
Task Design ◽  
Complex Tasks ◽  
Complexity Level ◽  
Language Classroom ◽  
L2 Learners

This paper reviews recent research that has manipulated task complexity variables to gauge their effects on L2 learning. This review draws upon Robinson’s Triadic Componential Framework for task design (2001a) which suggests that increases in task complexity levels should be an important consideration when designing and sequencing a task-based language syllabus. Most of the studies discussed support Robinson’s contention that more complex tasks result in greater accuracy and complexity in L2 learners’ language production. This would imply the need to consider task complexity variables in selecting, designing and administering tasks in the second language classroom to achieve optimum effects on the learning process. Teachers would also have to be conscientious in evaluating cognitive loads of tasks to ensure heightened attention to meaning and forms. Also, the potential of using task complexity level as an organising principle for a second-language syllabus needs to be further explored and investigated.

scholarly journals Teachers’ Perception of Motivational Strategies in the Language Classroom

EL LE ◽  
2019 ◽  
Author(s):  
Giacomo Cucinotta
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Classroom Climate ◽  
Second Language Learning ◽  
Cross Cultural ◽  
Language Teachers ◽  
Motivational Strategies ◽  
Language Classroom

Motivation can determine success or failure in second language learning process, however there is a limited number of published investigations dedicated to motivational strategies in a European context. The purpose of the present study is to replicate Cheng’s and Dörnyei’s (2007) research to test the validity of their findings in a different cultural milieu. 101 foreign language (FL) and second language (L2) teachers were asked to rate a list of 47 motivational strategies according based on the degree of importance they perceived. In addition, they were also invited to specify how they acquainted with each strategy. The results of the study suggest that, even though the use of motivational strategies is decidedly context-dependent, the prevailing importance of some strategies might be cross-cultural. In particular, strategies related to classroom climate could also be considered as preconditions to employ further strategies. The highest-rated strategies are also indicated as acquired mostly through experience, which highlights the far too little attention that motivational strategies have so far received in education programmes for the formation of language teachers.

scholarly journals The Effect of Planning on Complexity, and Accuracy in Second Language Production: A Case Study in Learner’s Writing

2018 ◽  
Vol 1 (4) ◽  
pp. 467-474
Author(s):  
Komara Suhendar
Keyword(s):  
Second Language ◽  
Language Production ◽  
Average Length ◽  
Slight Improvement ◽  
L2 Learners ◽  
English Speaking ◽  
The Subject ◽  
First Time ◽  
And Task

This case study investigates the effect of planning on complexity, and accuracy in second language (L2) learners’ writing. The subject of the research is a twenty-four-year-old-Indonesian student named Della. She is selected due to her most current IELTS score, and her first-time residence in English speaking country. The participant is asked to write two writing tasks which was taken from IELTS topics. While the duration of time is set for the first task, the second task is not limited by time. After that, the results are compared and analyzed by means of T-unit as in Hunt (1965). The result of the research shows that planning may lead to slight improvement in learner’s writing. In terms of accuracy, there is 69.23% of error-free T-unit in task 1, and 72.22% in task 2. Similarly, in connection with complexity, the average length of T-unit and clauses in task 1 and task 2 is 12.92 and 15 respectively.

Emergent vocabulary in second language socialization among learners

2015 ◽  
Vol 5 (2) ◽  
pp. 283-299
Author(s):  
Roseley Santos Esguerra ◽  
Phalangchok Wanphet
Keyword(s):  
Second Language ◽  
Language Socialization ◽  
English Proficiency ◽  
Communication Strategies ◽  
Vocabulary Knowledge ◽  
Work Activities ◽  
Communication Problems ◽  
Language Classroom ◽  
L2 Learners ◽  
Pair Work

In general, second language (L2) learners have limited vocabulary knowledge. In addition, they often have difficulty identifying, recognizing, or recalling the vocabulary necessary for a certain situation. This limitation and those three factors result in problematic talk where repair, improvement, and practice are merited. The purpose of the present study, following a conversation analytic (CA) perspective, explores how vocabulary-related communication problems are resolved when a low proficient learner (LPL) and a high proficient learner (HPL) communicate during their pair-work activities. In particular, this research studies the sequence of turns and repair in the talk. The study revealed that (1) the repair is mostly initiated by the LPL, (2) the HPL can be a crucial language source in the classroom, and (3) problems are caused by insufficient vocabulary knowledge and not comprehending a correctly-pronounced word. This study reveals the importance of students’ pair-work (especially pair-work activities when the students have disparate English proficiency) in the language classroom and suggests communication strategies.

Task Complexity and the Complexity of Written Language Production: A Review of Literature

2015 ◽  
Vol 7 (3) ◽  
pp. 78
Author(s):  
Umi Kalsom Masrom ◽  
Nor Shidrah Mat Daud ◽  
Nik Aloesnita Nik Mohd Alwi
Keyword(s):  
Language Production ◽  
Task Complexity ◽  
Written Language ◽  
Language Teachers ◽  
Future Research ◽  
Review Of Literature ◽  
Complex Tasks ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Research Studies

<p>Robinson’s Cognition Hypothesis (Robinson 2001a, 2003a, 2003b, 2005, 2007a, 2007b)  predicts that more cognitively complex tasks along resource-directing dimension will lead to greater complexity of language production while cognitively complex tasks along resource-dispersing dimension will result in less complex language production. Various studies have investigated the effects of manipulating variables on these dimensions (i.e. resource-directing and resource-dispersing) either in oral or written language production. This paper compares and contrasts the results of several studies that were conducted by manipulating these variables in written language production. It also suggests guidelines for future research studies in this area. It concludes that further studies are necessary to investigate how language teachers can integrate and manipulate task-based instruction in their classrooms.  </p>

scholarly journals The Effect of Task Complexity and Task Conditions on Foreign Language Development and Performance. Three Empirical Studies.

2006 ◽  
Vol 152 ◽  
pp. 55-84 ◽  
Author(s):  
Lies Sercu ◽  
Lieve De Wachter ◽  
Elke Peters ◽  
Folkert Kuiken ◽  
Ineke Vedder
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Task Complexity ◽  
Empirical Studies ◽  
Task Design ◽  
Capacity Model ◽  
And Performance ◽  
Task Conditions ◽  
And Task

Abstract It has been argued that tasks constitute a valid alternative unit to sequence the language learning process, as opposed to linguistically defined syllabuses. Implementing this claim presupposes that it is possible to assess the cognitive and linguistic demands of tasks, so that they can be sequenced in such a way that they optimally support and promote the L2 learning process. Knowing what demands a task will make opens up the possibility of using task design to manipulate the learner's attention between form and meaning in ways that may help interlanguage development. In this article, we present three empirical studies, which have tried to manipulate task complexity in order to study the effects of differing levels of task complexity on (L2) performance. We situate our studies within the Triadic Componential Framework for Task Design (TCFTD), elaborated by Robinson (1995; 2001; 2005) and interpret our findings in the light of two alternative theories, trying to explain effects on L2 performance arising from task manipulation, namely the Limited Attentional Capacity Model (Skehan & Foster 2001), and the Cognition Hypothesis (Robinson 2001; 2005). Apart from yielding evidence against or in favour of these theories, our studies demonstrate that manipulating L2 learners' attention while performing a task is anything but straightforward. The studies also illustrate how task conditions appear to interact with task complexity.

scholarly journals Second Language Acquisition through Task Based Language Teaching

2019 ◽  
Vol 8 (4) ◽  
pp. 7472-7474
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Classroom Environment ◽  
Major Part ◽  
Language Teaching ◽  
Task Design ◽  
New Method ◽  
Language Classroom ◽  
Real Value

The classroom environment plays a major part in learning. The atmosphere is more essential for a student. The Students have a different psychological stimulus when performing the activities inside the classroom. The classroom atmosphere helps the students in learning the foreign language.TBLT is being applied inside the language classroom. With the new method, the teachers try to correlate the contents and the task design of teaching closer to their profession, because student participants can find it out easy for communicating via different stages tocarryout the tasksin all aspects of capabilitiesin second language acquisition. This paper is focused from all perspectivesof Task Based Language Teaching particularly in terms of meaning and concept, certain issues of conventional language teaching andexplaining the real value of execution of Tasks in language classroom .

Methods in Second Language Classroom-Oriented Research

1991 ◽  
Vol 13 (2) ◽  
pp. 249-274 ◽  
Author(s):  
David Nunan
Keyword(s):  
Second Language ◽  
Data Collection ◽  
Critical Review ◽  
Teaching And Learning ◽  
Classroom Research ◽  
Final Part ◽  
Methodological Issues ◽  
Current State ◽  
Language Classroom ◽  
Oriented Research

In this article, the current state of second language classroom-oriented research is subjected to critical review. The article begins by providing a brief overview of aims and issues in classroom-oriented research, before focusing more specifically on methodological issues in research. The review is based on an analysis of 50 empirical investigations of teaching and learning. These studies are analyzed in terms of their rationale, the environment in which they were carried out, the design and method of data collection, and the type of analysis carried out on the data. In the final part of the article, the implications of the study for future classroom research are presented and discussed.

scholarly journals Classroom Participation as a Performative Act of Language Learners’ Identity Construction

2018 ◽  
Vol 6 (3) ◽  
pp. 72-84
Author(s):  
Rea Lujić
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Identity Construction ◽  
Language Learners ◽  
Second Language Learners ◽  
Language Learner ◽  
Classroom Participation ◽  
Learner Identity ◽  
Language Classroom ◽  
L2 Learners

Abstract In the first part of this study, we briefly present different approaches used to define the concept of second language learners’ identity. Then we introduce Butler’s theory of performativity (1988) and we attempt to apply its main concepts as tools for describing L2 learners’ identity. In the second part of the study, we try to answer the following question: What are typical performative acts of a good and a poor language learner in the language learning classroom? Our research suggests that performing a good language learner identity refers to the learner’s frequent and repetitive participation in utterances whose content is related to the language classroom, regardless of the chosen communicative resources. As for performing a poor language learner identity, it appeared that it refers to the learner’s repetitive and frequent participation in utterances whose content is not related to the language classroom, regardless of the chosen communicative resources.

scholarly journals AN EVALUATION OF FIVE KEY ASPECTS OF THE LANGUAGE ACQUISITION (LA) – A CRITICAL REVIEW OF KRASHEN`S THEORY

2018 ◽  
pp. 391-497
Author(s):  
Mersad Dervić ◽  
Nizama Spahić
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Critical Review ◽  
Language Production ◽  
Linguistic Competence ◽  
Language Competence ◽  
Spontaneous Language ◽  
Comprehensive Account ◽  
Key Aspects

The development of Krashen`s theory of second language acquisition has been disadvantaged due to the dispute over its untestable hypotheses. In his Monitor Model Krashen (1981; 1982; 1985) claims that linguistic competence can only be acquired subconsciously, while conscious learning mainly depends on learners’ mood and emotions at the time of learning a second language. A review of the studies investigating the coherence of Krashen’s hypotheses derived from the Monitor Model supported the validity of this approach. However, competing theories emphasize the importance of conscious learning not addressed by the Monitor Model. This paper critically reviews the five key aspects of Krashen’s Monitor Model and closely looks at the relevance of the theory and its characteristics to SLA nowadays. It was concluded that while effective in some classroom applications, the Monitor Model is too restrictive to justify the conscious learning as a source of spontaneous language production, so cannot alone provide a comprehensive account of language competence.

scholarly journals The Toledo Teacher Trainees corpus (TTT): Bridging the gap between students’ narratives and corpus linguistics

2020 ◽  
Vol 8 ◽  
pp. 147-163
Author(s):  
Fátima Faya-Cerqueiro ◽  
Gema Alcaraz-Mármol
Keyword(s):  
Qualitative Methods ◽  
Language Learning ◽  
Research Methods ◽  
Learning Process ◽  
Corpus Linguistics ◽  
Language Production ◽  
Teacher Trainees ◽  
L2 Learners ◽  
New Research ◽  
Teaching Learning

In recent decades a few research methods have resorted to L2 learners in order to analyse several aspects aiming at methodological improvements. One of them is corpus linguistics, which has largely contributed to the study of language production from a quantitative perspective. A very different one has been the compilation of perceptions of the L2 learning process using ‘narrative inquiry’ and qualitative methods of analysis. However, scholars have not addressed the combination of both methods. In this proposal we examine their main individual features and offer an interwoven line of research, applying the quantitative approach of corpus linguistics to the genre of language learning narratives. Thus, we present a new corpus of L2 learners’ perceptions and provide detailed information on its structure, compilation and categorisation. The interdisciplinary status of this proposal will enable the exploration of new research possibilities that can ultimately benefit the teaching-learning process.

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