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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Language at preschool in Europe Michel, Marije; Kuiken, Folkert. - 2014 BASE Show details 2 Language at preschool in Europe:early years professionals in the spotlight Michel, Marije; Kuiken, Folkert. - 2014 BASE Show details 3 Task complexity and interaction : (combined) effects on task-based performance in Dutch as a second language Michel, Marije; Kuiken, Folkert; Vedder, Ineke In: European Second Language Association. EUROSLA yearbook. - Amsterdam [u.a.] : Benjamins 12 (2012), 164-190 BLLDB OLC Linguistik Show details 4 The influence of complexity in monologic versus dialogic tasks in Dutch L2 Vedder, Ineke; Kuiken, Folkert; Michel, Marije In: International review of applied linguistics in language teaching. - Berlin : de Gruyter 45 (2007) 3, 241-259 BLLDB OLC Linguistik Show details 5 The influence of complexity in monologic versus dialogic tasks in Dutch L2 Michel, Marije; Kuiken, Folkert; Vedder, Ineke. - 2007 Abstract: This study puts the Cognition Hypothesis (Robinson 2005) to the test with respect to its predictions of the effects of changes in task complexity (± few elements) and task condition (± monologic) on L2 performance. 44 learners of Dutch performed both a simple and a complex oral task in either a monologic or a dialogic condition. The performance of the L2 learners was analysed with regard to linguistic complexity, accuracy, and fluency. As predicted by the Cognition Hypothesis, the complex task generated more accurate though less fluent speech. Linguistic complexity, however, was only marginally affected. Dialogic tasks triggered more accurate and fluent output though it was structurally less complex. The interaction of task complexity and task condition showed effects on measures of accuracy only: in the monologic but not in the dialogic condition task complexity did promote accuracy. As a consequence, our results only partially support the Cognition Hypothesis. URL: https://eprints.lancs.ac.uk/id/eprint/59265/1/michel_kuiken_vedder_2007_uncorrected_proofs.pdf https://doi.org/10.1515/IRAL.2007.011 https://eprints.lancs.ac.uk/id/eprint/59265/ BASE Hide details

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