Marije C. Michel

List of John Benjamins publications for which Marije C. Michel plays a role.



Groen, Loes, Merel Keijzer, Marije C. Michel and Wander Lowie 2020 An English academic reading course for Dutch pre-university studentsDutch Journal of Applied Linguistics 9:1/2, pp. 207–214 | Article
In this research note we argue that reading lessons for the subject of English in Dutch pre-university education require adjustments. Currently, these lessons do not prepare students well for university reading. Too often, lessons emphasize searching for information, the dominant skill to pass… read more
Twenty-first century technology has created new digital contexts (e.g., shared online writing platforms) that influence the potential of collaborative writing for second language (L2) learning. Making a methodological contribution to studying L2 computer-supported collaborative writing (CSCW),… read more
Michel, Marije C., Andrea Révész, Danni Shi and Yanmei Li 2019 Chapter 6. The effects of task demands on linguistic complexity and accuracy across task types and L1/L2 speakersResearching L2 Task Performance and Pedagogy: In honour of Peter Skehan, Wen, Zhisheng (Edward) and Mohammad Javad Ahmadian (eds.), pp. 133–152 | Chapter
The relationship between task variables and linguistic production has been the object of much second language (L2) research. This study contributes to this line of research by investigating the extent to which increasing cognitive task demands affects the syntactic complexity and accuracy of L2… read more
Michel, Marije C., Folkert Kuiken and Ineke Vedder 2012 Task complexity and interaction: (Combined) effects on task-based performance in Dutch as a second languageEUROSLA Yearbook: Volume 12 (2012), Roberts, Leah, Christina Lindqvist, Camilla Bardel and Niclas Abrahamsson (eds.), pp. 164–190 | Article
This paper presents the overarching conclusions of three consecutive investigations into task-based L2 performance. It aims at giving a better understanding of how changes in the number of elements referred to in a task affect L2 production, and how this relates to cognitive task complexity.… read more
The Cognition Hypothesis (Robinson, 2005, this volume) claims that increases in cognitive task complexity along ‘resource-directing’ variables focus L2 learners’ attention on language. This results in more accurate and syntactically and lexically more complex speech, while negatively affecting… read more