Effects of task complexity on L2 suggestions: An exploratory study on trade-offs between accuracy and complexity

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F21%3A10429979" target="_blank" >RIV/00216208:11210/21:10429979 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=XaO_D7lc9b" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=XaO_D7lc9b</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1075/task.20007.mar" target="_blank" >10.1075/task.20007.mar</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Effects of task complexity on L2 suggestions: An exploratory study on trade-offs between accuracy and complexity

Popis výsledku v původním jazyce

This exploratory study aims at determining whether increased task complexity affects performance of second language (L2) pragmatics. 34 Spanish learners of English as a foreign language (EFL) undertook simple and complex interactive tasks targeting the speech act of suggesting. Although previous analyses of learner-learner interaction have demonstrated that increasing the cognitive load of a task may affect the number of speech acts in conversation, not enough evidence to support this premise was found. In addition, the assessment of suggestions as provided by native speakers of American English shows that increased task complexity along number of elements, social distance, and degree of imposition is likely to promote accuracy and complexity of pragmatic moves without making L2 learners trade off either accuracy or complexity. Pedagogical implications in the fields of L2 pragmatics and task-based language teaching (TBLT) are further discussed.

Název v anglickém jazyce

Effects of task complexity on L2 suggestions: An exploratory study on trade-offs between accuracy and complexity

Popis výsledku anglicky

This exploratory study aims at determining whether increased task complexity affects performance of second language (L2) pragmatics. 34 Spanish learners of English as a foreign language (EFL) undertook simple and complex interactive tasks targeting the speech act of suggesting. Although previous analyses of learner-learner interaction have demonstrated that increasing the cognitive load of a task may affect the number of speech acts in conversation, not enough evidence to support this premise was found. In addition, the assessment of suggestions as provided by native speakers of American English shows that increased task complexity along number of elements, social distance, and degree of imposition is likely to promote accuracy and complexity of pragmatic moves without making L2 learners trade off either accuracy or complexity. Pedagogical implications in the fields of L2 pragmatics and task-based language teaching (TBLT) are further discussed.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

60203 - Linguistics

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

TASK

ISSN

2666-1748

e-ISSN

—

Svazek periodika

1

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

39

Strana od-do

227-265

Kód UT WoS článku

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EID výsledku v databázi Scopus

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