TASK COMPLEXITY, LEARNING OPPORTUNITIES, AND KOREAN EFL LEARNERS’ QUESTION DEVELOPMENT
TASK COMPLEXITY, LEARNING OPPORTUNITIES, AND KOREAN EFL LEARNERS’ QUESTION DEVELOPMENT
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任务复杂性、学习机会和韩国英语学习者的问题发展
DOI：
10.1017/s0272263112000368
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发表时间：
2012
影响因子：
4.1
通讯作者：
Youjin Kim
中科院分区：
文献类型：
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作者：
Youjin Kim
基于任务研究的认知和互动视角，认知假说认为，任务复杂性的增加促进了更多的互动和反馈，从而促进了第二语言（L2）的发展（罗宾逊，2001 b，2007 a）。到目前为止，很少有研究探讨这一主张在学习者与学习者的互动在英语作为外语（EFL）的课堂环境中，任务为基础的教学大纲实施。本研究的目的是探讨在这样的课堂情境中，任务复杂性对互动驱动学习机会和问题发展的影响。来自四个完整英语班的韩国大学生（N = 191）被随机分配到一个对照组和三个实验组，实验组具有不同的任务复杂性水平（即，简单、+复杂和++复杂）。他们的互动进行了录音，并确定了学习的机会，可操作的语言相关的事件（LREs）的发生。根据学习者的发展阶段，采用Pienemann和约翰斯顿（1987）的发展序列，在前测和后测之间确定问题的发展。结果表明，更复杂的任务促进了更多的LRE，特别是导致LRE针对发展先进的问题结构，从而导致问题的发展。
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, 2001b, 2007a). 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 (1987) 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.
语言学习视角：语言与认知模型
DOI：
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发表时间：
2007
期刊：
関西大学人間活動理論研究センターCHAT Technical Reports No.6
影响因子：
--
作者：
Kite;Yuriko
通讯作者：
Yuriko