Attending to Form and Content in the Input

VanPatten, Bill

doi:10.1017/s0272263100009177

Cited by 454 publications

(346 citation statements)

References 9 publications

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“…fluency, accuracy, and complexity) simultaneously, thus giving priority to one aspect of language at the expense of others. VanPatten (1990) agreed with the model and reported that learners often fail to direct their attention to fluency, accuracy, and complexity at the same time due to their limited attentional capacity. As a result, they have to channel their attention to one aspect of language at the price of others.…”

Section: Cognitive Task Complexitysupporting

confidence: 81%

Cognitive task complexity effects on L2 writing performance: An application of mixed-methods approaches

Tabari

Ivey

2015

LACLIL

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RESUMENThis paper provides a methodological review of previous research on cognitive task complexity, since the term emerged in 1995, and investigates why much research was more quantitative rather than qualitative. Moreover, it sheds light onto the studies which used the mixed-methods approach and determines which version of the mixed-methods designs was frequently used. The results reveal that many studies in the field of cognitive task-based research used quantitative rather than qualitative experimental design to collect and interpret their findings. These studies were more oriented to post-positivism supported by an objectivist epistemology. However, limited studies utilized mixed-methods approach to consider the effects of cognitive task complexity on linguistic performance in L2 context. The theoretical perspective behind these studies was pragmatism. The mixed-methods studies only used the explanatory sequential design to collect data and interpret their findings while other versions of the mixed-methods research designs were left undefined. To conclude, the paper identifies the current gap in methodology of the studies and offers recommendations for how to obtain more comprehensive and generalizable findings by utilizing other versions of the mixed-methods studies.Este artículo ofrece una revisión metodológica de investigaciones previas sobre la complejidad de tareas cognitivas, desde que surgió término en 1995, e investiga por qué tanta investigación era más cuantitativa que cualitativa. Por otra parte, arroja luz sobre los estudios que utilizaron el enfoque de métodos mixtos y determina cuál versión de los diseños de métodos mixtos se utilizaba con frecuencia. Los resultados revelan que muchos estudios en el campo de la investigación basada en la tarea cognitiva usaban un diseño experimental cuantitativo más que cualitativo para recoger e interpretar sus resultados. Estos estudios se orientan más al postpositivismo apoyado por una epistemología objetivista. Sin embargo, pocos estudios utilizaron el enfoque de métodos mixtos para considerar los efectos de la complejidad de la tarea cognitiva en el desempeño lingüístico en contexto de L2. La perspectiva teórica detrás de estos estudios fue el pragmatismo. Los estudios de métodos mixtos sólo utilizan el diseño secuencial explicativo para recoger datos e interpretar sus resultados, mientras que otras versiones de los diseños de investigación de métodos mixtos se quedaron sin definir. Para concluir, el documento identifica la brecha actual en la metodología de los estudios y ofrece recomendaciones sobre cómo obtener resultados más amplios y generalizables mediante la utilización de otras versiones de los estudios de métodos mixtos.

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Section: Cognitive Task Complexitysupporting

confidence: 81%

Cognitive task complexity effects on L2 writing performance: An application of mixed-methods approaches

Tabari

Ivey

2015

LACLIL

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“…Contrary to Robinson's cognition hypothesis, Skehan (1998), through his limited capacity model, takes Van Patten's (1990) stance that learners would lose attention to form when they have to deal largely with content. Skehan (1998) argues that human beings have a limited capacity to process information.…”

Section: Theoretical Backgroundmentioning

confidence: 92%

The Effects of Tasks on Language-Related Episodes (LREs) During Focus-on-Form Instruction

Ismail¹,

Samad²

2010

LEiA

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This paper discusses the effectiveness of using two task-types, dictogloss and opinion-gap tasks, in focus-on-form lessons to elicit language-related episodes (LREs) and produce modified output. The participants were 40 Form 6 students in a Malaysian secondary school in two intact classes. One group was taught using opinion-gap tasks and the other using dictogloss tasks. Results show that almost double the number of LREs was elicited in the dictogloss group compared to the opinion-gap group. However, more than 50% of the LREs in both groups were unresolved or wrongly resolved. These results imply the need to train learners to notice linguistic errors and engage in negotiations of form and meaning and could also indicate the need for teacher feedback on language use, perhaps during pre-task and post-task activities. The types of linguistic errors learners focused on might be an indication of learner developmental readiness which could influence task and text selection.With the current inclination in second language acquisition (SLA) practices toward task-based language teaching (TBLT), there is a growing concern that the importance of language accuracy will be undermined. Skehan and Foster (2001), for example, argue that a task-based approach, if inappropriately handled, could result in an overemphasis on task outcomes at the expense of improving target language ability. As a result, it could encourage premature fossilization rather than promote interlanguage development. Thus, SLA researchers (e.g., Ellis, 2001;Ellis, Basturkmen, & Loewen, 2001;Loewen, 2004;Leeman, 2007) have argued for the need to incorporate grammar instruction in a meaning-focused lesson. These researchers challenge Krashen's (1985) input hypothesis, which posits that grammar instruction is not an important part of language instruction. Instead, he contends that language is developed through massive comprehensible input of the language. Initially, Long (1985), through the interaction hypothesis, concurred that comprehensible input facilitates acquisition as it provides opportunities to negotiate meaning during a communicative breakdown. Later, Long (1996) extended his hypothesis to include feedback and modified output as important contributors to interlanguage development. He explains that the feedback learners receive on their language production when they attempt to communicate could contribute to language acquisition, as this would push learners to reformulate their productions to make them comprehensible.

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“…Students at this level find a lot of interest being subjected to cognitive tasks about the systems of the language they are learning and are more likely to attend to form through meaning as demonstrated by Van Patten (1990). This will reduce the degree of distraction in the classroom and cultivate general interest in the course.…”

Section: Recommendationsmentioning

confidence: 99%

English as a Foreign Language at the University of Yaounde 1: Attitudes and Pedagogic Practices

Enongene¹

2013

ELT

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Learners' goals and attitudes constitute an essential determinant of how they learn the target language. Whether positive or negative, they determine classroom practices and are affected by what happens in the classroom (Dörnyei 2003). The complex relationship between learners' attitudes and the actual teaching of English as a foreign language at the University of Yaounde 1 challenges the purpose for which English is learned. Given the increasing space and awareness English is gaining around the world, its teaching deserves more attention than is given at the university level in Cameroon. From a survey of 966 students and 27 teachers this paper examines how the attitudes of current EFL learners at the Yaounde 1 University are affected by the actual teaching of English from a process oriented perspective. Teacher practices account for learners' negative attitudes towards English on a significant note. While this has implications for both academic policies and professional training in general, the question of a more situated framework for training is emphasised.

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Attending to Form and Content in the Input

Cited by 454 publications

References 9 publications

Cognitive task complexity effects on L2 writing performance: An application of mixed-methods approaches

Cognitive task complexity effects on L2 writing performance: An application of mixed-methods approaches

The Effects of Tasks on Language-Related Episodes (LREs) During Focus-on-Form Instruction

English as a Foreign Language at the University of Yaounde 1: Attitudes and Pedagogic Practices

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