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Lower Primary (P2–P4) Prep Activities (translanguaging) with Teachers' Notes ...
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| 22 |
All the World is Our Stage: primary pupils never lost in translanguaging ...
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All the World is Our Stage: primary pupils never lost in translanguaging ...
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All the World is Our Stage: primary pupils never lost in translanguaging ...
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| 25 |
BTS’ A.R.M.Y. Web 2.0 Composing: Fangirl Translinguality As Parasocial, Motile Literacy Praxis
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| 26 |
Weighing up Exercises on Phrasal Verbs: Retrieval Versus Trial-And-Error Practices
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In: Education Publications (2019)
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| 27 |
Pedagogical approaches to the teaching and learning of formulaic language
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In: Education Publications (2018)
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| 28 |
Contrasting ideologies of foreign language learning in Japan: Hippo Family Club versus “traditional” education ...
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| 31 |
Development and evaluation of online pronunciation instruction for international teaching assistants’ comprehensibility
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In: Graduate Theses and Dissertations (2015)
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| 32 |
The multicultural, multilingual, and transnational Non- Native English Speaking Teacher
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In: Ana Solano-Campos (2015)
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| 33 |
Another Look at Norris and Ortega (2000)
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015)
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| 34 |
“That’s the Work”: Reframing Talk during Meetings
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 42-44 (2015) (2015)
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| 35 |
Business and Service Telephone Conversations: An Investigation of British English, German, and Italian Encounters
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 35-38 (2015) (2015)
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| 36 |
Language Development Over the Lifespan
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 37-40 (2015) (2015)
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| 37 |
Task Complexity and Linguistic Complexity: An Exploratory Study
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 1-28 (2015) (2015)
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Abstract:
Central to any task-based syllabus is the notion of complexity. Proponents of task-based language teaching (TBLT) have argued that tasks be sequenced according to their inherent cognitive complexity, partially because learner performance changes according to the complexity of the task. This exploratory study examines the effect of task complexity on the linguistic complexity of task performance. The participants in the study were a group of ten advanced- level second language (L2) English speakers, and two groups of native speakers of English. Task complexity was operationalized by manipulating two independent variables – reasoning demand and contextual support – in a series of picture narration tasks. The study thus had a 2 x 2 factorial design, with participants completing the tasks under four different sets of conditions. Each set provided the participants with different reasoning demands and/or contextual support. Repeated measures ANOVA were used to analyze the initial data. Following these analyses, separate ANOVAs were calculated to distinguish between the types of reasoning that may have contributed to differences in task performance. It was found that contextual support had little influence on the complexity of task performance, but that reasoning demands, specifically causal and spatial reasoning, may have contributed to differences in the linguistic complexity of participants‟ task performance.
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Keyword:
Applied linguistics; Complexity; Education; English language; Foreign speakers; L2; Language acquisition; Linguistics; P118-118.7; PE1-3729; Study of language; Task analysis in education; Task-based language teaching; Teaching language
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URL: https://doi.org/10.7916/D8GF164H
https://doaj.org/article/cf1ceec1bbaf4b5785da810a01047936
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| 38 |
Complex Systems and Applied Linguistics
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 82-85 (2015) (2015)
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| 39 |
Formulaic Language: Pushing the Boundaries
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-3 (2015) (2015)
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| 40 |
Category Terms as Story-Telling Shortcuts
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 46-48 (2015) (2015)
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