The Influence of Task Complexity on Korean Learners' Interaction
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This study aims to examine the effect of task complexity on interactive tasks, depending on English proficiency level. A total of 64 (32 pairs) participants were engaged in task performances that were designed for this study. For the data collection, two tasks, such as a picture narration task and a picture difference task, were utilized for task performance. For the task complexity level, two factors, ± few elements and ± reasoning, were manipulated according to Robinson’s framework. Recorded and transcribed data were coded and measured using descriptive statistics with respect to meaning negotiation (confirmation checks, clarification requests, and comprehension checks), language-related episodes (LREs), and other-repetitions. The results partially support Robinson’s Cognitive Hypothesis. While the high proficiency group showed more occurrences of meaning negotiation during the complex tasks on both tasks, the low proficiency group produced more instances of meaning negotiation during the simple task for the picture narration task. Additionally, the high proficiency group used a higher number of LREs during the complex task, but the low proficiency group produced more LREs during the simple task for the picture narration task. This study provides pedagogical implications and limitations.
Abstract
This study aims to examine the effect of task complexity on interactive tasks, depending on English proficiency level. A total of 64 (32 pairs) participants were engaged in task performances that were designed for this study. For the data collection, two tasks, such as a picture narration task and a picture difference task, were utilized for task performance. For the task complexity level, two factors, ± few elements and ± reasoning, were manipulated according to Robinson’s framework. Recorded and transcribed data were coded and measured using descriptive statistics with respect to meaning negotiation (confirmation checks, clarification requests, and comprehension checks), language-related episodes (LREs), and other-repetitions. The results partially support Robinson’s Cognitive Hypothesis. While the high proficiency group showed more occurrences of meaning negotiation during the complex tasks on both tasks, the low proficiency group produced more instances of meaning negotiation during the simple task for the picture narration task. Additionally, the high proficiency group used a higher number of LREs during the complex task, but the low proficiency group produced more LREs during the simple task for the picture narration task. This study provides pedagogical implications and limitations.
참고문헌 (23)
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