The Effect of Manipulating Task Complexity along Resource-Dispersing Dimension on L2 Written Performance from the Perspective of Complexity Theory

Autor/in	Luo, Xiaobo
Titel	The Effect of Manipulating Task Complexity along Resource-Dispersing Dimension on L2 Written Performance from the Perspective of Complexity Theory
Quelle	In: English Language Teaching, 15 (2022) 9, S.151-159 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Writing Skills; Second Language Learning; Second Language Instruction; Task Analysis; Difficulty Level; Writing Processes; Correlation; Language Fluency; Syntax; Writing Evaluation; Language Usage; Vocabulary; Learning Theories; Individual Differences; English (Second Language); Undergraduate Students; Writing Instruction; Schemata (Cognition); Language Tests; International English Language Testing System + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Schwierigkeitsgrad; Korrelation; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Wortschatz; Learning theory; Lerntheorie; Individueller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Cognition; Schema; Kognition; Language test; Sprachtest; Language tests; Englisch
Abstract	From the perspective of complexity theory and based on Robinson's Cognition Hypothesis and the Triadic Componential Framework, this paper investigated the effect of manipulating task complexity along resource-dispersing dimension on L2 written performance. The results showed that: 1) Significant interactive effects were found between the two variables (i.e. task structure and planning). 2) Without planning, the accuracy and fluency of written output in tasks without structural constraint were significantly higher, while the syntactic complexity was lower. 3) Planning had no significant effect on accuracy. In macro-structure given task, planning promoted fluency and lexical complexity, but did not affect syntactic complexity. The result only partially supports the Cognition Hypothesis. Combined with previous research, it can be found that written output in tasks is nonlinear, multidimensional and self-adaptive. Researchers and teachers are suggested to fully consider task characteristics and individual differences, and not to take task complexity as the sole criterion when designing writing tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01