The effects of task complexity on learner–learner interaction  

Oleh:

Kim, YouJin

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 37 no. 2 (Jun. 2009), page 254–268.
Topik: Task-based language teaching; Task complexity; Learner–learner interaction; Language-related episodes
Fulltext: p. 254-268.pdf (389.43KB)

Isi artikel

Over the past few decades, due to the increasing use of interactional tasks in second language (L2) classrooms, researchers have become interested in examining the factors affecting the learners’ interactional processes as well as L2 learning. For instance, the Cognition Hypothesis states that requiring L2 learners to engage in complex tasks facilitates L2 learning by promoting interaction, focus on form, and attention to more complex linguistic structures [Robinson, P., 2001a. Task complexity, task difficulty, and task production: exploring interactions in a componential framework. Applied Linguistics 22, 27–57; Robinson, P., 2001b. Task complexity, cognitive resources and syllabus design: a triadic framework for examining task influences on SLA. In: Robinson, P. (Ed.), Cognition and Second Language Instruction. Cambridge University Press, Cambridge, pp. 287–318; Robinson, P., 2005. Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. IRAL 43, 1–32]. The purpose of the current study was to identify the impact of task complexity on the occurrence of language-related episodes (LREs) during task-based interaction in two task types (i.e., picture narration and picture difference tasks). Thirty-four ESL students with two different proficiency levels carried out four tasks which differed in terms of task complexity and task type. Their interaction was transcribed and analyzed in terms of the occurrence and resolution of LREs. The results indicated that the effects of task complexity on the occurrence of learning opportunities differed depending on task types and learner proficiency. The findings are discussed in terms of the theoretical implications for Robinson’s Cognition Hypothesis and pedagogical implications for task-based interaction in L2 classrooms.

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