THE EFFECT OF TASK COMPLEXITY ON WRITING PRODUCTION

Hassina  Belghoul; Sarah  Merrouche

Auteurs-es

Hassina Belghoul Faculté des lettres et langues ,Département des langues étrangères, Université frères Mentouri Constantine 1, Algerie
Sarah Merrouche Faculté des lettres et langues ,Département des langues étrangères, Université Oum El Bouaghi, Algerie

Mots-clés :

task complexity, academic writing, fluency, accuracy, complexity

Résumé

L'enseignement et l'apprentissage des langues basé sur les tâches est un domaine en pleine croissance. Il suggère de séquencer les tâches du plus simple au plus complexe. Les recherches sur les effets que la complexité des tâches a sur les productions écrites sont rares. Alors, cette étude vise à examiner les effets de la manipulation de la complexité des tâches sur les performances écrites des apprenants de L2. Pour atteindre cet objectif, nous avons rassemblé des écrits de 44 étudiants d'anglais de première année à l'Université d'Oum El Bouaghi qui ont participé à une expérience de mesures répétées. Les données écrites ont été mesurées en termes d’aisance, de précision et de complexité. Un test ANOVA unidirectionnel a été utilisé pour l'analyse statistique. Nous avons constaté que la complexité des tâches affecte la fluidité et la précision de l'écriture, mais pas la complexité syntaxique.

Téléchargements

Les données relatives au téléchargement ne sont pas encore disponibles.

Références

. Ahangari, S.,& Abdi, M. (2011). The effects of pre-task planning on the accuracy and complexity of Iranian EFL learners’ oral performance. Procedia-Social and Behavioral Sciences. 29, 1950-1959.

. Ascension Delaney, Y. (2008). Investigating the reading-to-write construct. Journal of English for Academic Purposes, 7, 140-150.

. Baralt, M., Gilabert, R. and Robinson, P. (eds) (2014) Task Sequencing and Instructed Second Language Learning. London: Bloomsbury Publishing.

. Cambridge ESOL. (2011). Cambridge IELTS. Cambridge [England]: Cambridge University Press.

. Combs, C. (2008). Topic familiarity and input enhancement: An empirical investigation. Working Papers in TESOL and Applied Linguistics, 8(2), 1-51.

. DuBay, W. (2007). Smart language. Costa Mesa, Calif.: Impact Information.

. Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

. Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in l2 oral production. Applied Linguistics, 30, 474-509.

. Ellis, R. (Ed.) (2005). Planning and task performance in a second language. Amsterdam: John Benjamins.

. Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in second Language acquisition, 26, 59–84.

. Ellis, R., & Yuan, F. (2005). The effects of careful within-task planning on oral and written task performance. In R. Ellis (Eds.), Planning and task performance in a second language (pp. 167-192). Amsterdam: Benjamins.

. Flower, L., & Hayes, J. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365.

. Gilabert, R. (2005). Task complexity and L2 narrative oral production. Unpublished doctoral dissertation, Universitat de Barcelona, Spain.

. Gilabert, R. (2007). Effects of manipulating task complexity on self-repairs during L2 oral production. International Review of Applied Linguistics, 45, 215-240.

. Guará-Tavares, M. G. (2008). Pre-task planning,Working memory capacity and L2 speech performance. Unpublished Ph.D. dissertation, Federal University of Santa Catarina, Florianópolis, Santa Catarina, Brazil.

. Guido, B., & Colwell, C. G. (1987). A rationale for direct instruction to teach summary writing following expository text reading. Reading Research and Instruction, 26(2), 89-98.

. Hosseini, M., Taghizadeh, M. E., Abedin, M. Z., & Naseri, E. (2013). In the importance of efl learners' writing skill: Is there any relation between writing skill and content score of english essay test?. International Letters of Social and Humanistic Sciences. 6, 1-12.

. Housen, A., Kuiken, F., & Vedder, I. (2012). Dimensions of l2 performance and proficiency (1st ed.). Amsterdam/ Philadelphia: John Benjamins Publishing Company.

. Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.

. Irvin, L. (2010). What Is “Acadimic” Writing?. In C. Lowe & P. Zemliansky, writing spaces: readings on writing. Volume1 (1st ed., pp. 3-17). Indiana, USA: Parlor Press, LLC.

. Jackson, S. (2014). Statistics Plain and Simple. 4th ed. California: Wadsworth Publishing.

. Johnson, N. S. (1983). What do you do if you can’t tell the whole story? The development of summarization skills. Children’s Language, 4, 315-383.

. Kellogg, R. T. (1994). The psychology of writing. New York: Oxford University Press.

. Kuiken, F. & Vedder, I. (2007) Task complexity and measures of linguistic performance in L2 writing. International Review of Applied Linguistics 45: 261-284.

. Levkina, M., & Gilabert, R. (2012). The effects of cognitive task complexity on L2 oral production. In A. Housen, F. Kuikuen, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency investigating complexity, accuracy, and fluency in SLA (pp. 171-197).

. Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics, 15(4), 474-496.

. Mackey, A., Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum.

. Mehnert, U. (1998). The effects of different lengths of time for planning on second language performance. Studies in Second Language Acquisition, 20, 52-83.

. Michel, M. (2011) Effects of task complexity and interaction on L2 performance. In P. Robinson (Ed.), Second language task complexity: Researching the cognition hypothesis of language learning and performance (pp. 141-174). Amsterdam/Philadelphia: John Benjamins.

. Michel, M. Kuiken, F., & Vedder, I. (2007). the influence of complexity in monologic versus dialogic tasks in Dutch L2. IRAL, 45, 241-259.

. Mohammadzadeh Mohammadabadi, A.R., Dabaghi, A., Tavakoli, M. (2013). The effects of simultaneous use of pre-planning along Here-and-Now dimension on fluency, complexity, and accuracy of Iranian EFL learners’ written performance. International Journal of Research Studies in Language Learning, 2(3), 49-65.

. Murray, R. & Moore, S. (2006). The handbook of academic writing: A fresh approach. Maidenhead: Open University Press

. Newfields, T. (2001).Teaching summarizing skills: Some practical hints. ELJ journal, 2(2), 1-7.

. Ong, J., & Zhang, L.J. (2010). Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing. Journal of Second Language Writing.

. Ortega, L. (1999). Planning and focus on form in L2 Oral Performance. Studies in Second Language Acquisition, 21, 109-148.

. Pearson, P., Barr, R., & Kamil, M. (1996). Handbook of reading research. Mahwah, N.J.: Lawrence Erlbaum Associates.

. Prabhu, N.S. 1987. Second Language Pedagogy. Oxford: Oxford University Press.

. Rahimpour, M., & Safarie, M. (2011).The Effects of on-line and Pre-task Planning ondescriptive writing of Iranian EFL learners. International Journal of English Linguistics, 11 (2), 274-280.

. Readability Analyzer. (2018). Retrieved from https://datayze.com/readability-analyzer.php

. Richards, J. C. & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge, UK: Cambridge University Press.

. Robinson P. (2001), “Task complexity, cognitive resources, and syllabus design: a triadic framework for examining task influences on SLA”, In P.Robinson (Ed.),

. Robinson, P. (2003). The Cognition Hypothesis, task design and adult task-based language learning. Second Language Studies, 21(2), 45–107.

. Robinson, P. (2005) Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. International Review of Applied Linguistics 43: 1-32.

. Robinson, P. 2007. Criteria for grading and sequencing pedagogic tasks. In: M.P. García Mayo, (ed.), Investigating tasks in formal language learning (pp. 7-27). Clevedon: Multilingual Matters.

. Robinson, P. 2011. Task-based language learning: A review of issues. Language Learning, 6, 1-36.

. Robinson, P., & Gilabert, R. (2007). (Eds.), Ta sk c om pl ex it y, t he Cognition Hypothesis and second language instruction [Special issue] International Review of Applied Linguistcs, 45(3), 161–284.

. Salimi, A., Shafaei, A. and Kuhi, D. (2012). The Impact of the generic features of tasks on L2 learners’ written production. Procedia-Social and Behavioral Sciences, 46, 653-662.

. Sasayama, S. (2015). Cognition hypothesis and second language performance comparison of written and oral task performance. Second Language Studies, 29(2), 107-129.

. Segev-Miller, R. (2007). Cognitive processes in discourse synthesis: The case of intertextual processing strategies. In M. Torrance, L. van Waes, & D. Galbraith (Eds.), Studies in writing. Writing and cognition: Research and applications (p. 231–250).

. Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49(1), 93-120.

. Skehan P. and Foster P. (2001), “Cognition and tasks”, In Robinson P. (Ed.), Cognition and Second Language Instruction, New York: Cambridge University Press.

. Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.

. Skehan, P. (Ed.). (2014). Processing Perspectives on Task Performance. John Benjamins.

. Spivey, N.N. (1997). The constructivist metaphor. Reading, writing, and the making of meaning. San Diego, CA: Academic Press.

. Tavakoli, P. (2012). Planning time. In P. Robinson (Ed.), The routledge encylopeadia of second language acquisition. Routledge.

. Web-based L2 Syntactic Complexity Analyzer. (2018). Retrieved from http://aihaiyang.com/software/l2sca/single/

. Yu, G. (2008). Reading to summarize in English and Chinese: A tale of two languages? Language Testing, 25(4), 521–551.

. Yuan, F., and Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monolgic oral production. Applied Linguistics, 24 (1), 1-27.