The effects of integrated writing on linguistic complexity in L2 writing and task-complexity

System ◽  
2019 ◽  
Vol 81 ◽  
pp. 110-121 ◽  
Author(s):  
Zsuzsanna I. Abrams
Keyword(s):  
Task Complexity ◽  
L2 Writing ◽  
Linguistic Complexity ◽  
And Task

scholarly journals Effects of Task Complexity on L2 Writing Behaviors and Linguistic Complexity

2016 ◽  
Vol 67 (1) ◽  
pp. 208-241 ◽  
Author(s):  
Andrea Révész ◽  
Nektaria-Efstathia Kourtali ◽  
Diana Mazgutova
Keyword(s):  
Task Complexity ◽  
L2 Writing ◽  
Linguistic Complexity

Motivational arousal and task complexity.

1970 ◽  
Vol 83 (2, Pt.1) ◽  
pp. 329-330 ◽  
Author(s):  
Peter Suedfeld ◽  
P. Bruce Landon
Keyword(s):  
Task Complexity ◽  
And Task

Information processing rates and task complexity.

1970 ◽  
Vol 83 (1, Pt.1) ◽  
pp. 131-135 ◽  
Author(s):  
Richard W. Olshavsky ◽  
Lee W. Gregg
Keyword(s):  
Information Processing ◽  
Task Complexity ◽  
And Task

You’ve got to crack a few eggs to make an omelette. Linguistic complexity and instruction in SLA

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Rick De Graaff
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Use ◽  
Teaching Practice ◽  
Task Complexity ◽  
Language Performance ◽  
Linguistic Complexity ◽  
Language Pedagogy ◽  
Instructed Second Language Acquisition ◽  
The One

In this epilogue, I take a teaching practice and teacher education perspective on complexity in Instructed Second Language Acquisition. I take the stance that it is essential to understand if and how linguistic complexity relates to learning challenges, what the implications are for language pedagogy, and how this challenges the role of the teacher. Research shows that differences in task complexity may lead to differences in linguistic complexity in language learners’ speech or writing. Different tasks (e.g. descriptive vs narrative) and different modes (oral vs written) may lead to different types and levels of complexity in language use. On the one hand, this is a challenge for language assessment, as complexity in language performance may be affected by task characteristics. On the other hand, it is an opportunity for language teaching: using a diversity of tasks, modes and text types may evoke and stretch lexically and syntactically complex language use. I maintain that it is essential for teachers to understand that it is at least as important to aim for development in complexity as it is to aim for development in accuracy. Namely, that ‘errors’ in language learning are part of the deal: complex tasks lead to complex language use, including lexical and syntactical errors, but they are a necessary prerequisite for language development.

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