Effects of manipulating task complexity on self-repairs during L2 oral production

Gilabert, Roger

doi:10.1515/iral.2007.010

Cited by 135 publications

(183 citation statements)

References 16 publications

(23 reference statements)

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“…Self repairs also help learners to focus on the correct use of the language form (Lyster & Ranta, 1997;Gilabert, 2007). It is not sufficient for learners to just use the language; instead, they need to analyze and evaluate their output (Lazaraton, 2001) and correct their own mistakes in the language use (Bygate & Samuda, 2005).…”

Section: Post-speaking Activitiesmentioning

confidence: 99%

Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners

Wang¹

2014

ELT

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Chinese EFL learners may have difficulty in speaking fluent and accurate English, for their speaking competence are likely to be influenced by cognitive, linguistic and affective factors. With the aim to enhance those learners' oral proficiency, this paper first discusses three effective models of teaching English speaking, and then proposes a four-step pedagogical method in which activities are carried out through four stages: Pre-speaking, while-speaking, post-speaking and extension practice.Keywords: speaking accuracy and fluency, Chinese EFL learners, three models of teaching English speaking, a suggested four-step pedagogical method

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Section: Post-speaking Activitiesmentioning

confidence: 99%

Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners

Wang¹

2014

ELT

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“…A central issue in TBLT involves the impact of task complexity on L2 learners' performance. The majority of previous empirical studies have examined the effects of task complexity on L2 learners' oral task performance (Robinson, 1995(Robinson, , 2001(Robinson, , 2007Rahimpour, 1997Rahimpour, , 1999Rahimpour, , 2007Ortega, 1999;Yuan & Ellis, 2003;Gilabert, 2007;Ishikawa, 2008;Kim, 2009) but relatively few studies (Ishikawa, 2006;Kuiken & Vedder, 2007;Kuiken & Vedder, 2008) have investigated the role of task complexity in written performance. It implies that less attention has been paid to the effects of task complexity on written performance.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Task Complexity on L2 Learners’ Written Narratives

Rahimpour¹,

Hosseini²

2010

ELT

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This main purpose of this paper is to investigate the impact of task complexity on L2 learners' written narratives. It is argued that L2 learners' written performance is influenced by the complexity of task regarding accuracy, fluency, and complexity.52 Iranian English learners were selected as the participants of the study. They were asked to write two narratives based on two different picture stories. First, they performed the here-and-now task (present tense and context-supported) and then, they performed the there-and-then task (past tense and context-unsupported). Next, the written narratives were coded to measure the accuracy, fluency, and complexity.The results of this study demonstrated that cognitively more demanding tasks were more fluent and no significant effects on written narratives were observed on measures of accuracy and complexity.

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“…Complexity measures showed no significant differences among the three conditions. Table 2 shows recent studies in ESL contexts that used interactive tasks and manipulated various task complexity variables such as +/-here-and-now (Gilabert, 2007;Ishikawa, 2006, Saeedi et al, 2012, +/-few elements (Robinson, 2001b;Lee, 2002;Kuiken et al, 2005;Kim, 2009), and +/-no reasoning demand (Iwashita et al, 2001;Nuevo, 2006;Robinson, 2007;Revesz, 2009, 2011, Ismail & Abd. Samad, 2014.…”

Section: Recent Studies On the Relationship Between Task Complexity Amentioning

confidence: 99%

“…The findings indicated mixed results with Lee (2002) and Nuevo (2006) reporting that no significant difference was found between manipulation of task complexity variables (+/-few elements and +/-no reasoning demands) and L2 development. However, a number of studies (Robinson, 2001b(Robinson, , 2005(Robinson, , 2007Iwashita et al, 2001;Gilabert, 2007;Kuiken et al, 2005;Ishikawa, 2006, Revesz, 2011 showed positive relationships between increasing complexity levels along the resource-directing dimension and increases in accuracy in L2 speech and/or writing. This would support Robinson's Cognition Hypothesis which posits that increasing the cognitive demands of L2 tasks lead to increases in the accuracy and complexity of L2 speech production (Robinson, 2001a(Robinson, , 2001b(Robinson, , 2005(Robinson, , 2007.…”

Section: Recent Studies On the Relationship Between Task Complexity Amentioning

confidence: 99%

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

Ismail

Samad

2017

IJL

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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.

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Effects of manipulating task complexity on self-repairs during L2 oral production

Cited by 135 publications

References 16 publications

Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners

Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners

The Impact of Task Complexity on L2 Learners’ Written Narratives

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

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