This chapter examines the effects of task complexity [± reasoning demands] on modified output and the relationship between output modifications and L2 development. Seventy-nine adult English as a Second Language learners were divided into two groups: (1) low reasoning demands; and (2) high reasoning demands; and engaged in two sets of tasks which targeted English past tense and locative prepositions. While learners modified their output using a variety of modification moves, learners who completed high complexity tasks produced more self-repair than those who completed the low complexity ones. Self-repair was related to learning locatives for the high complexity group only as measured by delayed grammaticality judgment and oral post-tests. Pushed output, as well as the total amount of modified output, was related to learning past tense for the low complexity group only as measured by delayed grammaticality judgment post-tests. These findings are discussed in light of the Cognition Hypothesis and show an intricate pattern among level of task complexity, type of target structure, type of modified output, and learning.
2024. Language Teacher Classroom Discourse and Interaction. In Handbook of Language Teacher Education [Springer International Handbooks of Education, ], ► pp. 1 ff.
Gomez Laich, Maria Pia & Naoko Taguchi
2023. Effects of task complexity on the learning of genre specific rhetorical moves and linguistic forms: the case of contrast and argumentative essays. International Review of Applied Linguistics in Language Teaching 61:2 ► pp. 571 ff.
2023. Effects of task complexity, task sequence, and interlocutor familiarity on Chinese EFL learners’ self-repair in synchronous online interaction. Language Teaching Research
Ayedoun, Emmanuel & Masataka Tokumaru
2022. Towards Emotionally Expressive Virtual Human Agents to Foster L2 Production: Insights from a Preliminary Woz Experiment. Multimodal Technologies and Interaction 6:9 ► pp. 77 ff.
Qiu, Xuyan & Hong Cheng
2022. The effects of task types on L2 oral production and learner engagement. International Review of Applied Linguistics in Language Teaching 60:4 ► pp. 1063 ff.
2020. The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing. Language Teaching Research 24:5 ► pp. 642 ff.
Goo, Jaemyung
2019. Interaction in L2 Learning. In The Cambridge Handbook of Language Learning, ► pp. 233 ff.
2016. Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: an exploratory study. The Language Learning Journal 44:4 ► pp. 451 ff.
Kim, YouJin
2015. The Role of Tasks as Vehicles for Language Learning in Classroom Interaction. In The Handbook of Classroom Discourse and Interaction, ► pp. 163 ff.
Kim, YouJin
2018. Modified Input and Output. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
KIM, YOUJIN & NAOKO TAGUCHI
2015. Promoting Task‐Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity. The Modern Language Journal 99:4 ► pp. 656 ff.
2013. Using Collaborative Tasks to Elicit Auditory and Structural Priming. TESOL Quarterly 47:1 ► pp. 177 ff.
Gurzynski‐Weiss, Laura & Andrea Révész
2012. Tasks, Teacher Feedback, and Learner Modified Output in Naturally Occurring Classroom Interaction. Language Learning 62:3 ► pp. 851 ff.
This list is based on CrossRef data as of 30 december 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.