The Effects of Cognitively Complex Task on Fluency, Accuracy and Complexity of L2 Learners’ Written Performance
Abstract
Cognitive complexity of task is one of the factors which influence L2 learners’ written performance. Although there have been a lot of studies in the field of task-based language teaching, a gap was discovered in the literature on the effects of cognitively complex task on L2 learners’ written performance. This pilot study was conducted to explore the effects of cognitive complexity of task on L2 learners’ written performance in the case of accuracy, complexity and fluency. This research was conducted by seven EFL students. In order to explore the effects of cognitively complex task on L2 learners’ written production, first participants were given a simple version of narrative task to write an essay. After one week the same participants were given complex version of the narrative task. Then the data was submitted to statistic means including one- way ANOVA. The results show that cognitively complex task improves fluency of participants of this study.
References
- Heaton, J.B. (1975). Beginning composition through pictures. London: Longman
- Ishikawa, T. (2006). The effects of task complexity and language proficiency on task-based language performance. The Journal of Asia TEFL, 3(4), 193-225.
- Ishikawa, T. (2008). The effects of task demands of intentional reasoning on L2 speech performance. The Journal of Asia TEFL, 5(1), 29-63.
- Kuiken, F., & Vedder, I. (2007). Task complexity and measures of linguistic performance in L2 writing. International Review of Applied Linguistics, 45(3), 261-284.
- Kuiken, F., & Vedder, I. (2008). Cognitive task complexity and written output in Italian and French as a foreign language. Journal of Second Language Writing, 17, 48-60.
- Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21, 109-148.
- Robinson, P. (1995). Task complexity and second language narrative discourse. Language Learning, 45(1), 99-140.
- Robinson, P. (2001). Task complexity, task difficulty, and task production: exploring interactions in a componential framework, Applied Linguistics, 22(1), 27-57.
- Robinson, P. (2003). The cognition hypothesis, task design, and adult task-based language learning. Second Language Studies, 21(2), 45-105.
The Effects of Cognitively Complex Task on Fluency, Accuracy and Complexity of L2 Learners’ Written Performance
Abstract
References
- Heaton, J.B. (1975). Beginning composition through pictures. London: Longman
- Ishikawa, T. (2006). The effects of task complexity and language proficiency on task-based language performance. The Journal of Asia TEFL, 3(4), 193-225.
- Ishikawa, T. (2008). The effects of task demands of intentional reasoning on L2 speech performance. The Journal of Asia TEFL, 5(1), 29-63.
- Kuiken, F., & Vedder, I. (2007). Task complexity and measures of linguistic performance in L2 writing. International Review of Applied Linguistics, 45(3), 261-284.
- Kuiken, F., & Vedder, I. (2008). Cognitive task complexity and written output in Italian and French as a foreign language. Journal of Second Language Writing, 17, 48-60.
- Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21, 109-148.
- Robinson, P. (1995). Task complexity and second language narrative discourse. Language Learning, 45(1), 99-140.
- Robinson, P. (2001). Task complexity, task difficulty, and task production: exploring interactions in a componential framework, Applied Linguistics, 22(1), 27-57.
- Robinson, P. (2003). The cognition hypothesis, task design, and adult task-based language learning. Second Language Studies, 21(2), 45-105.
Details
| Primary Language | English |
|---|---|
| Subjects | English As A Second Language, Language Studies (Other) |
| Journal Section | Research Article |
| Authors | |
| Publication Date | September 30, 2017 |
| Published in Issue | Year 2017 Volume: 5 Issue: 3 |
