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

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.

The effects of topic familiarity on emotionality and linguistic complexity in EAP writing

2021 ◽  
pp. 136216882110335
Author(s):  
Mahmoud Abdi Tabari ◽  
Gavin Bui ◽  
Yizhou Wang
Keyword(s):  
Cognitive Complexity ◽  
Task Complexity ◽  
Assessment Tools ◽  
Automatic Assessment ◽  
Complexity Measures ◽  
Linguistic Complexity ◽  
Writing Performance ◽  
Topic Familiarity ◽  
Writing Courses ◽  
International Graduate

Focusing on the relationship between linguistic, cognitive, socioemotional factors in writing English for academic purposes (EAP), this study investigated whether topic familiarity as an important cognitive factor of task complexity influences different levels of emotionality and linguistic complexity in EAP writing and whether there are relationships between emotionality and linguistic complexity. To do so, 64 international graduate learners enrolled in EAP writing courses participated in the present study. Each wrote on familiar and unfamiliar topics determined via a questionnaire at the onset of the study. Their writings were then measured for textual emotionality and linguistic complexity using automatic assessment tools. Results showed that EAP writings differed systematically in terms of both emotionality and linguistic complexity due to the influence of topic familiarity. Unfamiliar topics led to writing performance with a significantly higher level of emotional negativity and significantly lower linguistic complexity levels as compared to familiar topics. A follow-up correlation analysis also revealed significant relationships between emotionality and linguistic complexity measures, indicating complex interactions between linguistic and socioemotional factors. Implications of these findings are discussed relative to deploying writing topics with varied levels of cognitive complexity for encouraging classroom engagement and improving L2 learners’ writing performance by effective task sequencing.

scholarly journals Perfectionism and Writing Performance of Chinese EFL College Learners

2020 ◽  
Vol 13 (8) ◽  
pp. 35
Author(s):  
Lijing Lin
Keyword(s):  
Negative Relationship ◽  
L2 Writing ◽  
Parental Criticism ◽  
Linguistic Complexity ◽  
Personal Standards ◽  
Writing Performance ◽  
Significant Negative Relationship ◽  
College Learners ◽  
L2 Learning ◽  
The Relationship

In the second language acquisition domain, researchers have devoted tremendous efforts to studying the relationship between L2 learning and some socio-affective factors, such as anxiety, motivation, etc. However, little research has been done to examine whether and how perfectionism, a psychological trait, affects L2 learning and L2 performance. The present study aims to fill this gap and investigate the relationship between the level of perfectionism and L2 performance among Chinese EFL college learners. Two specific questions are raised: (1) What is the relationship between perfectionism and L2 writing performance in terms of linguistic complexity, accuracy, and fluency? (2) What is the relationship between the six dimensions of perfectionism (Concern over Mistakes, Personal Standards, Parental Expectations, Parental Criticism, Doubts about Actions, Organization) and L2 writing performance in terms of linguistic complexity, accuracy, and fluency? To answer these questions, forty second-year students from Guangdong University of Foreign Studies majoring in English participated in the present study. The participants were required to compose a piece of English argumentative writing on the online system and then complete a 35-item Multidimensional Perfectionism Scale online immediately. The collected data were then processed and analyzed through SPSS (v. 17). The results of the analysis revealed that: (1) one of the measures of syntactic complexity has a significant negative relationship with perfectionism; (2) Personal Standards, one of the six dimensions of perfectionism, has a significant negative relationship with the participants’ L2 writing performance; (3) both Parental Expectations and Parental Criticism are found negatively correlated with the fluency aspect of the writing performance and the relationships have a significant effect. The implications of the findings are suggested for pedagogy and L2 learning.

EXAMINING THE RELATIVE EFFECTS OF TASK COMPLEXITY AND COGNITIVE DEMANDS ON STUDENTS’ WRITING IN A SECOND LANGUAGE

2021 ◽  
pp. 1-24
Author(s):  
Ting Sophia Xu ◽  
Lawrence Jun Zhang ◽  
Janet S. Gaffney
Keyword(s):  
Second Language ◽  
Dual Task ◽  
Task Complexity ◽  
L2 Writing ◽  
Task Group ◽  
Cognitive Demands ◽  
Secondary Tasks ◽  
Single Task ◽  
Task Conditions ◽  
Writing Task

Abstract While many studies have investigated the effect of task complexity on L2 writing, little has been reported on the effects of intended task complexity manipulations on task-generated cognitive demands in L2 writing. This study, therefore, was designed to examine the relative effects of task complexity and cognitive demands on students’ L2 writing. Two argumentative writing tasks were manipulated with varying numbers of elements and reasoning demands to be distinguished either as a simple or complex writing task. Self-ratings and dual-task methodology were adopted to validate the manipulations of task complexity. Thirty-one L2 learners, in the single-task group, were asked to complete two writing tasks and a post-task questionnaire. Participants in the dual-task conditions (30 in Experimental 1 and 31 in Experimental 2) were required to simultaneously complete the primary writing tasks and the secondary tasks. Results from self-ratings and dual-task experiments supported the efficacy of the task complexity manipulations.

scholarly journals Examining Cloze Tests as a Measure of Linguistic Complexity in L2 Writing

2019 ◽  
Vol 55 (3) ◽  
pp. 627-649
Author(s):  
Eun Seon Chung ◽  
Soojin Ahn
Keyword(s):  
L2 Writing ◽  
Linguistic Complexity
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