Publishing Partner: Cambridge University Press CUP Extra Wiley-Blackwell Publisher Login
amazon logo
More Info


New from Oxford University Press!

ad

Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


New from Cambridge University Press!

ad

Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


New from Brill!

ad

Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


Academic Paper


Title: 'Task Complexity, Learning Opportunities, and Korean Efl Learners’ Question Development'
Author: YouJinKim
Institution: 'Georgia State University'
Linguistic Field: 'Language Acquisition'
Subject Language: 'English'
Abstract: Building on the cognitive and interactive perspectives of task research, the cognition hypothesis states that increasing task complexity promotes greater interaction and feedback and thus facilitates second language (L2) development (Robinson, b, a). To date, very little research has explored this claim during learner-learner interactions in English as a foreign language (EFL) classroom contexts in which a task-based syllabus is implemented. The purpose of this study was to examine the effects of task complexity on the occurrence of interaction-driven learning opportunities and question development in such a classroom context. Korean university students (N = 191) from four intact English classes were randomly assigned to one comparison group and three experimental groups with various task-complexity levels (i.e., simple, +complex, and ++complex) based on Robinson’s framework. Their interactions were audiorecorded, and occurrences of learning opportunities, operationalized as language-related episodes (LREs), were identified. Question development was identified between pretest and posttests on the basis of the learners’ stage advancement using Pienemann and Johnston’s () developmental sequence. Results indicated that more complex tasks promoted a greater number of LREs and particularly led to LREs targeting developmentally advanced question structures, which result in question development.

CUP at LINGUIST

This article appears in Studies in Second Language Acquisition Vol. 34, Issue 4, which you can read on Cambridge's site or on LINGUIST .



Back
Add a new paper
Return to Academic Papers main page
Return to Directory of Linguists main page