Task complexity, modality, and working memory in L2 task performance

Cho, Minyoung

doi:10.1016/j.system.2017.10.010

Cited by 48 publications

(33 citation statements)

References 47 publications

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“…According to Segalowitz (2010), cognitive processing systems could directly influence individuals' L2 speech production. Such a position resonates with previous studies suggesting that L2 speech production can be subject to influences of cognitive factors such as working memory, speech planning, and cognitive fluency (e.g., Kahng, 2014;Cho, 2018;Li and Fu, 2018). Cognitive fluency, as a major indicator of any cognitive processing system, refers to "the efficiency of operation of the underlying processes responsible for the production of utterances" (Segalowitz, 2010, p. 52).…”

Section: Cognitive Processing System and Cognitive Dimensions Of Speesupporting

confidence: 82%

A Multidimensional Perspective on Individual Differences in Multilingual Learners’ L2 Chinese Speech Production

Sun

Zhang

2020

Front. Psychol.

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To date, research has been undertaken to reveal factors contributing to learners' second/foreign language (L2) speaking and/or learning at particular points in time in separate studies from cognitive, affective, and socio-cultural perspectives as individual variables. Nonetheless, little research has concurrently investigated L2 speaking with the same cohort of learners as participants from these perspectives in a single study, to obtain comprehensive and systematic understandings of how the three dimensions of factors work together in influencing individuals' L2 speaking. This study, utilizing Segalowitz's (2010) L2 speech production framework as the theoretical lens, examined a group of L2 Chinese multilinguals' perceptions toward their speech performance and production ability development, attempting to comprehensively and systematically uncover the factors influencing L2 speaking from the three perspectives mentioned above. We collected data through focus groups and semi-structured interviews from 17 advanced level L2 Chinese multilinguals. The findings of the study revealed that factors that influenced the L2 Chinese multilinguals' speech performance and their development of such an ability included the following: (1) age of acquisition, cognitive fluency, learning styles, and speaking strategies; (2) motivation, anxiety, speaking selfefficacy, and willingness-to-communicate; (3) L2 cultural interest, L2 communities, and L2 classes; and (4) multilingualism. We conclude that the development of L2 Chinese speech production ability could be the result of the synergies gained from the cognitive, affective, and socio-cultural dimensions of L2 learning and use. Insights into L2 Chinese teachers and learners in terms of how to support and sustain the improvement of L2 Chinese speech production ability are also discussed.

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Section: Cognitive Processing System and Cognitive Dimensions Of Speesupporting

confidence: 82%

A Multidimensional Perspective on Individual Differences in Multilingual Learners’ L2 Chinese Speech Production

Sun

Zhang

2020

Front. Psychol.

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“…The above finding is in line with the results of a recent study on the effects of modality on L2 performance, which reported that L2 learners produce higher syntactic complexity in spontaneous production in speaking than in writing (Cho 2018). However, the finding differs somewhat from a related study (Wang and Liu 2017: 142), which reported longer MDD for more formal, written English text than less formal, or writtento-be-spoken text.…”

Section: Discussionsupporting

confidence: 89%

Beyond Length: Investigating Dependency Distance Across L2 Modalities and Proficiency Levels

Yan

2019

Open Linguistics

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As an important index of working memory burden and syntactic difficulty, Dependency Distance (DD) has been fruitfully applied in the context of Second Language Acquisition (SLA) to both native and non-native language production. Recent research has focused on DD as a predictor of writing performance across different proficiencies, while the other modality of second language (L2) performance – speaking – has been largely neglected. Moreover, while previous results reported significant positive correlations between DD and writing proficiency, a lack of control for important variables such as sentence/text length may have potentially inflated the outcomes of the analyses. In this study, we examine the effects of DD across the different modalities and proficiency levels, controlling for the effects of text and sentence lengths. Results from statistical analysis show that the mean DD of L2 writing is significantly shorter than L2 speech production, indicating that L2 writing may be a cognitively more demanding task than L2 speaking. Additionally, while significant statistical differences in DD were found across proficiency levels in both L2 writing and speech, the significance disappeared after controlling for sentence and text length. The implications of the present study for future research on DD in SLA are discussed.

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“…The rationale for task repetition efficacy depends on its influence on learner cognitive development, called the Working Memory (WM). WM is described as a succession of mechanisms involved with progressive information handling (Cho, 2018). Although extensive research has been carried out on WM, the issue has its focus limited capacity.…”

Section: Justification For the Studymentioning

confidence: 99%

“…However, as repeated activities stimulate understanding and familiarity with the elements of cognitive benefits, this process overcomes the effects of restricted or limited capability. Such hypotheses are examined through activity repetition studies, and most of these studies have sought to determine if replicating similar activities influenced learner L2 learning (Bayat, 2018;Cho, 2018;Dawadi, 2019;Hopp, 2014). For example, a study conducted on college students examined whether replicating a story and meeting a task after a 10-week interval would help them perform better in most complexity, accuracy and fluency (CAF) regions (Bayat, 2018).…”

Section: Justification For the Studymentioning

confidence: 99%

Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension

Alshenqeeti¹,

Alrahaili²

2020

AWEJ

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Recent developments in English language teaching and learning have heightened the need for the use of tasks to foster second language (L2) learning. Central to task-based interaction is the repetition of the same task. Task repetition (TR) stimulates cognitive skills for speech learning and functionality. It has been emphasised in research and practice how task repetition boosts learner processing tools by fortifying form-meaning correlations, facilitating lexicon integration, and providing practical expertise. This study aims to examine the impact of TR on reading comprehension of EFL learners, focusing on individual reading performance and group differences in familiar and recycled tasks. A total of 50 students participated in the current study. The participants were divided into two sample groups (25 male and female respondents). A quantitative research method was utilised in the data analysis. Data management and analyses were performed using IBM SPSS 24.0 (2019). Results indicated that content familiarity and TR significantly impact participants' reading skill. In addition, this study provides insights into how teachers may utilise TR within L2 lessons to support learners' language production. The findings observed in this study mirror those of the previous studies which have reported TR as being an effective tool for enhancing reading comprehension. The study concludes by discussing pedagogical implications on the role of TR in L2 learning within EFL contexts.

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Task complexity, modality, and working memory in L2 task performance

Cited by 48 publications

References 47 publications

A Multidimensional Perspective on Individual Differences in Multilingual Learners’ L2 Chinese Speech Production

A Multidimensional Perspective on Individual Differences in Multilingual Learners’ L2 Chinese Speech Production

Beyond Length: Investigating Dependency Distance Across L2 Modalities and Proficiency Levels

Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension

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