Chapter 7. Task complexity, modified output, and L2 development in learner–learner interaction
Chapter 7. Task complexity, modified output, and L2 development in learner–learner interaction
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第 7 章 学习者交互中的任务复杂性、修改输出和 L2 发展
DOI：
10.1075/tblt.2.13ch7
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
Lauren Ross
中科院分区：
文献类型：
--
作者：
Ana;R. Adams;Lauren Ross
本章考察了任务复杂度[±推理要求]对修正输出的影响以及输出修正与二语发展之间的关系。79名成人英语作为第二语言学习者被分为两组：（1）低推理要求组和（2）高推理要求组，分别进行两组针对英语过去时态和处所介词的任务。虽然学习者修改他们的输出使用各种修改动作，学习者谁完成高复杂性的任务比那些谁完成低复杂性的产生更多的自我修复。自我修正与学习方位词的高复杂性组，只有作为衡量延迟语法判断和口头后测试。推动输出，以及修改输出的总量，与学习过去时态的低复杂性组仅作为衡量延迟语法判断后测试。这些研究结果进行了讨论，在光的认知假设和任务的复杂性，目标结构的类型，类型的修改输出，和学习之间的复杂模式。
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.