과업 복잡성이 학습자 작문의정확성, 구문 복잡성, 유창성에 미치는 영향
The effects of task complexity on the accuracy, syntactic complexity, and fluency of EFL learners’ compositions
1
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
The present study sought to examine the effects of task complexity on English narrative writingperformance of Korean university students, especially on its accuracy, syntactic complexity, andfluency. Task complexity is operationalized by two task features: tasks with causal reasoningand task structure in Robinson’s (2001a) triadic componential framework. To this end, 69undergraduate students, majoring in the English language at a local university in Busan, wereasked to perform four picture-cued narrative writing tasks. The accuracy, syntactic complexity,and fluency were measured based on T-unit, S-nodes, errors, and the total number of words inthe learners’ written performance. The data was further analyzed by repeated measures two-wayANOVAs. The results showed that language accuracy increased when the learners performedthe tasks defined as a more difficult task by one of the two task features and a less difficult taskby the other task feature. On the other hand, syntactic complexity was positively affected by thetasks defined as a less difficult task by the two task features, while fluency increased whenlearners performed the task defined as a more difficult task by the two task features. Theoreticaland pedagogical implications are discussed.
Abstract
The present study sought to examine the effects of task complexity on English narrative writingperformance of Korean university students, especially on its accuracy, syntactic complexity, andfluency. Task complexity is operationalized by two task features: tasks with causal reasoningand task structure in Robinson’s (2001a) triadic componential framework. To this end, 69undergraduate students, majoring in the English language at a local university in Busan, wereasked to perform four picture-cued narrative writing tasks. The accuracy, syntactic complexity,and fluency were measured based on T-unit, S-nodes, errors, and the total number of words inthe learners’ written performance. The data was further analyzed by repeated measures two-wayANOVAs. The results showed that language accuracy increased when the learners performedthe tasks defined as a more difficult task by one of the two task features and a less difficult taskby the other task feature. On the other hand, syntactic complexity was positively affected by thetasks defined as a less difficult task by the two task features, while fluency increased whenlearners performed the task defined as a more difficult task by the two task features. Theoreticaland pedagogical implications are discussed.
참고문헌 (53)
- 조혜진, "Effects of Task Complexity on English Argumentative Writing", 영어교육, 70(2), pp.107~131 (2015), 한국영어교육학회[DOI]
- Crookes, G., "Tasks and language learning: Integrating theory and practice" (1993), Multilingual Matters
- Ellis, R., "Task-based language learning and teaching" (2003), Oxford University Press
- Ellis, R., "The effects of planning on fluency, complexity, and accuracy in second language narrative writing", Studies in Second Language Acquisition, 26(1), pp.59~84 (2004)
- Foster, P., "The influence of planning and task type on second language performance", Studies in Second Language Acquisition, 18(3), pp.299~323 (1996)
- Heaton, J. B., "Composition through pictures" (1966), Longman
- Hopper, P. J., "Transitivity in grammar and discourses", Language, 56(2), pp.251~299 (1980)
- Hosseini, P., "The impact of task complexity on L2 learners’ written narratives", CCSE, 3(3), pp.198~205 (2010)
- Hunt, K., "Recent measures in syntactic development", Elementary English, 43(7), pp.732~139 (1966)
- Iwashita, N., "Can we predict task difficulty in an oral proficiency test? Exploring the potential of an information-processing approach to task design", Language Learning, 51(3), pp.401~436 (2001)
- Jones, L., "Notions in English" (1980), Cambridge University Press
- 김용석, "The Effect of Cognitive Task Complexity on a Language Learner’s Written Performance with Respect to Accuracy, Complexity, and Fluency", 응용언어학, 27(2), pp.285~313 (2011), 한국응용언어학회
- Kormos, J., "The role of task complexity, modality, and aptitude in narrative task performance", Language Learning, 62(2), pp.439~472 (2012)
- Kuiken, F., "Task complexity and measures of linguistic performance in L2writing", International Review of Applied Linguistics in Language Teaching, 45(3), pp.261~284 (2007)
- Kuiken, F., "Cognitive task complexity and written output in Italian and French as a foreign language", Journal of Second Language Writing, 17(1), pp.48~60 (2008)
- Kuiken, F., "Second language task complexity:Researching the cognition hypothesis of language learning and performance", pp.91~104 (2011), John Benjamins
- Levelt, W. J. M., "Speaking: From intention to articulation" (1989), MIT Press
- Long, M., "Three approaches to task-based syllabus design", TESOL Quarterly, 26(1), pp.27~56 (1992)
- Mehrang, F., "The impact of task structure and planning conditions on oral performance of EFL learners", Procedia-Social and Behavioral Sciences, 2(2), pp.3678~3686 (2010)
- Michel, M. C., "The use of conjunctions in cognitively simple versus complex oral L2tasks", The Modern Language Journal, 97(1), pp.178~195 (2013)
- Michel, M. C., "The influence of complexity in monologic versus dialogic tasks in Dutch L2", International Review of Applied Linguistics in Language Teaching, 45(3), pp.241~259 (2007)
- Nunan, D., "Practical English language teaching" (2003), McGraw Hill
- Nunan, D., "Task-based language teaching" (2004), Cambridge University Press
- Ortega, L., "Planning and focus on form in L2 oral performance", Studies in Second Language Acquisition, 21(1), pp.109~148 (1999)
- Prabhu, N. S., "Second language pedagogy" (1987), Oxford University Press
- Rahimpour, M., "The impact of task complexity on L2 learners’ written narratives", English Language Teaching, 3(3), pp.198~205 (2010)
- Rahimpour, M., "The effects of planning on writing narrative task performance with low and high EFL proficiency", English Language Teaching, 4(1), pp.120~127 (2011)
- Revesz, A., "Task complexity, focus on L2 constructions, and individual differences: A classroom-based study", The Modern Language Journal, 95(Supplement 1), pp.162~181 (2011)
- Robinson, P., "Task complexity and second language narrative discourse", Language Learning, 45(1), pp.99~140 (1995)
- Robinson, P., "Cognition and second language instruction", pp.287~318 (2001), Cambridge University Press
- Robinson, P., "Task complexity, task difficulty and task production : Exploring interactions in a componential framework", Applied Linguistics, 22(1), pp.27~57 (2001)
- Robinson, P., "Cognitive complexity and task sequencing : Studies in a componential framework for second language task design", International Review of Applied Linguistics in Language Teaching, 43(1), pp.1~32 (2005)
- Robinson, P., "Investigating tasks in formal language learning", pp.7~27 (2007), Multilingual Matters
- Robinson, P., "Task complexity, theory of mind, and international reasoning : Effects on L2 speech production, interaction, uptake and perceptions of task difficulty", International Review of Applied Linguistics in Language Teaching, 45(3), pp.193~213 (2007)
- Robinson, P., "Second language task complexity:Researching the cognition hypothesis of language learning and performance", pp.3~38 (2011), John Benjamins
- Robinson, P., "Task complexity, the cognition hypothesis and second language learning and performance", International Review of Applied Linguistics in Language Teaching, 45(3), pp.161~176 (2007)
- Samuda, V., "Tasks in second language learning" (2008), Palgrave Macmillan
- Sasayama, S., "Cognition hypothesis and second language performance : Comparison of written and oral task performance", Second Language Studies, 29(2), pp.107~129 (2011)
- Skehan, P., "A cognitive approach to language learning" (1998), Oxford University Press
- Skehan, P., "Researching pedagogic tasks: Second language learning, teaching, and testing", pp.167~185 (2001), Longman
- Skehan, P., "Task-based instruction", Language Teaching, 36(1), pp.1~14 (2003)
- Skehan, P., "Modeling second language performance : Integrating complexity, accuracy, fluency, and lexis", Applied Linguistics, 30(4), pp.510~532 (2009)
- Skehan, P., "The influence of planning and post-task activities on accuracy and complexity in task based learning", Language Teaching Research, 1(3), pp.185~211 (1997)
- Skehan, P., "The influence of task structure and processing conditions on narrative retellings", Language Learning, 49(1), pp.93~120 (1999)
- Skehan, P., "Cognition and second language instruction", pp.183~205 (2001), Cambridge University Press
- Swan, M., "New Cambridge English course : Workbook level 1" (1990), Cambridge University Press
- Tavakoli, P., "Task design and second language performance : The effect of narrative type on learner output", Language Learning, 58(2), pp.439~473 (2008)
- VanPatten, B., "Input processing and grammar instruction: Theory and research" (1996), Ablex
- VanPatten, B., "Processing instruction" (2004), Erlbaum
- Wickens, C. D., "Attention and performance: Vol. VIII", pp.239~258 (1980), Lawrence Erlbaum
- Willis, J., "A framework for task-based learning" (1996), Longman
- Wolfe-Quintero, K., "Second language development in writing: Measures of fluency, accuracy and complexity" (1998), Second Language Teaching and Curriculum Center, University of Hawai’i at Manoa
- Yuan, F., "The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production", Applied Linguistics, 24(1), pp.1~27 (2003)