Task Complexity, Task Type, and Learner-learner Interaction: A Replication Study with Adult ESL Learners
Year: 2014
Type: dissertation
Abstract: Motivated by Robinson's Cognition Hypothesis (2001), research has investigated whether increasing task complexity leads to a higher number of interaction-driven learning opportunities, including language-related episodes (Swain Lapkin, 1998), which may lead to L2 learning (Kim, 2009; Robinson Gilabert, 2007; Nuevo, 2006). Kim (2009a) reports that both task type and proficiency play a role in mediating the relationship between task complexity and the occurrence of such opportunities. However, replication studies are needed to improve the generalizability of results particularly in studies with small sample sizes (Porte, 2012). This study is a conceptual replication of Kim (2009a). Sixteen pairs of adult ESL learners received pre-task modeling and completed four English language tasks differing in their complexity. The results partially confirm Kim's (2009a) findings while also highlighting the potential mediating effects of pre-task modelling on the relationship between task complexity and learner-learner interaction.
Source: TSpace (University of Toronto)
Author: Daniel Riccardi
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2309950329