Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study.
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study.
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任务复杂性、关注第二语言结构和个体差异：基于课堂的研究。
DOI：
10.1111/j.1540-4781.2011.01241.x
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
A. Révész
中科院分区：
文献类型：
--
作者：
A. Révész
在基于任务的学习的认知互动框架的推动下，本研究探讨了任务复杂性是否会影响学习者在课堂环境中基于任务的工作中对形式-意义联系的关注程度，以及这种关系是否受到三个个体差异因素——语言自信、焦虑和自我感知的交际能力——的调节。来自 6 个完整班级的 43 名英语作为第二语言学习者在正常英语课上按照自选小组进行学习。每组执行同一论证任务的两个版本——一个简单版本和一个复杂版本。讨论的主题具有可比性，任务的顺序也具有平衡性。根据语音产生的全局和具体测量以及假设的各种交互特征来收集和编码二十三个小时的音频和录像数据，以促进对第二语言结构的关注。采用自我报告问卷来确定个体差异变量的中介效应。定量分析揭示了一些重要的趋势。其中一个趋势是，当任务复杂性增加时，参与者表现出较低的句法复杂性，但更高的准确性和词汇多样性。此外，事实证明，更复杂的任务在诱导使用特定的、发展性先进的结构和促进互动驱动的语言学习机会方面更有效。然而，没有观察到个体差异的显着影响。
Motivated by cognitive-interactionist frameworks for task-based learning, this study explores whether task complexity affects the extent to which learners focus on form–meaning connections during task-based work in a classroom setting, and whether this relationship is modulated by 3 individual difference factors—linguistic self-confidence, anxiety, and self-perceived communicative competence. Forty-three English as a second language learners from 6 intact classes worked in self-selected groups during their normal English classes. Each group performed 2 versions of the same argumentative task—a simple version and a complex version. The topics of the discussions were comparable, and the sequence of the tasks was counterbalanced. Twenty-three hours of audio- and videotaped data were collected and coded in terms of global and specific measures of speech production and various interactional features hypothesized to facilitate attention to second language constructions. Self-report questionnaires were employed to determine the mediating effects of the individual difference variables. Quantitative analyses revealed a few significant trends. One such trend is that participants demonstrated lower syntactic complexity but greater accuracy and lexical diversity when task complexity was increased. In addition, the more complex task proved more effective in inducing the use of specific, developmentally advanced constructions and in promoting interaction-driven language learning opportunities. However, no significant effects were observed for individual differences.
影响因子：
4.1
作者：
Z. Dörnyei
通讯作者：
Z. Dörnyei