Effects of Task Complexity, Task Conditions, and Task Difficulty on the Grammatical Accuracy of EFL Learners in Written Discourse

Ahangari, Saeide; Akbari, Mahlagha

|
|
|
How to cite
RIS EndNote BibTeX APA MLA Harvard Vancouver
|
Share

	Effects of Task Complexity, Task Conditions, and Task Difficulty on the Grammatical Accuracy of EFL Learners in Written Discourse
Article 1, Volume 5, Issue 11, Summer and Autumn 2012, Page 1-15 PDF (466.23 K)
Document Type: Research Paper
Authors
Saeide Ahangari ¹; Mahlagha Akbari²
¹Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
²Department of English, Tabriz Branch, Islamic Azad University,Tabriz, Iran
Abstract
Different methods of language teaching have tried to help EFL learners to develop good language skills based on their various perspectives. Research findings have underscored the effect of using task types in promoting language skills in terms of accuracy in written discourse. Therefore, this study set out to investigate whether there is an evidence of correct use of simple past tense (Accuracy) based on Task Complexity (Task type :Here-and now & There-and-then),Task Conditions (Gender: Male & Female), and Task Difficulty (Proficiency: Lower-intermediate & Intermediate). Sixty Iranian English learners in a language institute participated in the study and were assigned to four groups of lower-intermediate male, lower-intermediate female, intermediate male and intermediate female. Initial homogeneity of the groups was verified using two general proficiency tests; KET for lower-intermediate and PET for intermediate. All groups in here-and-now task type were asked to write a story using simple past based on a picture strip while for there-and-then task type the participants were supposed to write about their last birthday. The results from paired samples t-test, independent samples t-test and two-way ANOVA analysis of the written data revealed significant differences in performing task types, at different proficiency levels and interaction between them. The findings have significant pedagogical implications for EFL learners to understand the relationship among Task Complexity,Task Conditions, Task Difficulty and L2 written production leading to various degrees of Accuracy.
Keywords
Task Complexity (Task type: here-and-now & There-and-then); Task Conditions(Gender: Male & Female); Task Difficulty (Proficiency: Lower-intermediate & intermediate); Accuracy


References
References Bygate , M. (1999) .Quality of language and purpose of task : Patterns of learners ' language on two oral communication tasks. Language Teaching Research , 3 ( 3 ) , 185-214. Bygate , M. ,Skehan , P. , & Swain , M . (2001) .Researchingpedagogical tasks second language learning , teaching and testing .Harlow : Longman . Ellis, R.(1999). Input-based approaches to he teaching of grammar. AnnualReview of Applied Linguistics, 19, pp. 64-80. Ellis , R. (2000). Task-based research and language pedagogy .LanguageTeaching Research , 4 ( 3 ) ,p.p. 193-220 . Ellis , R. (2003).Task-based language learning and teaching .Oxford : Oxford University Press . Ellis , R. (2008).The methodology of Task-based Teaching .AsianEFL Journal. Retrieved April 12 ,2008 . http:// www.asian –efl-journal.com Foster ,P. (1998). Aclassroom perspective on the negation of meaning . Applied linguistics ,19.pp.1-23. Foster ,P. &Skehan ,P. (1999) . Criteria for Classifying and SequencingPedagogic Tasks .Investigating Tasks in Formal Language Settings,Multilingual Matters ,51 ,p.p.311-410. Gilbert , R. (2007) . Effects of manipulating task complexity on self-repairs during L ( 2 ) oral production .Applied Linguistics, 45 ,p.p. 261-284 . Heaton , J.B. (1975) .Beginning Composition through pictures .London : Longman , Fuman University Library . Kuiken , F. &Vedder , I. (2007) .Task complexity and measures of linguistics performance in L ( 2 ) writing . Applied Linguistics , 45 , p.p. 241-259 . Keshavarz , M.H. (2000).Tehran :Contrastive Analysis & Error Analysis. Rahnama Publications . Kuiken , F ,&Vedder , I. (2008). Cognitive task complexity and writtenoutput in Italian French as a foreign language .Journal of second language writing ,17 ,p.p. 48-60 . Long , M. (1983). Native speaker non-native speaker conversation andthe negotion of comprehensible input.Applied Linguistics , 4.pp.126-41 . Long ,M. (1985). A role for instruction in second language acqusition : task-based language teaching.(In K.Hyltenstam and M.Pienemann leads) :Modelling and assessing second language acquisition.Clevedon : Multilingual Matters . Nunan , D. (1989). Designing tasks forthe communicative classroom . Cambridge : Cambridge University Press . Nunan , D. (1989). Task-based language teaching .Cambridge : Cambridge University Press . Prabhu , N.S. ( 1987 ) .Second language pedagogy .Oxford : OxfordUniversity Press . Robbinson , P. (2001) .Task complexity , Task difficulty , and Task production :Exploring Interactions in a Componential Framework .Applied Linguistics , 22 ( 1 ) ,p.p.27-57 . Robbinson , P. (2006) .Criteria for classifying and Sequencing Pedagogic Tasks .Investigating Tasks in Formal Language Settings , Multilingual Matters , 31 ,p.p.118-131. Skehan ,P. (1996 a) .A Framework for the implementation of task-basedinstruction .Applied Linguistics ,17 ( 1 ), 38-61 . Skehan , P. (1996) . A framework for the implementation of task-based instruction . Applied Linguistics , 17, 38-62 . Skehan , P. (1998) . A cognitive approach to language learning .Oxford : Oxford University Press . Taguchi , N. (2007) .Task difficulty in oral speech act production . Applied Linguistics ,28.1, 113-135. Vygotsky ,L.S. (1986). Thoughts and Language .Cambridge : The MIT Press . Yule ,G. (1996). Referential Communication tasks .Mahwah , NJ : Lawrence Erlbaum . Yule , G. , Powers ,M. ,& McDonald ,D.(1992) . The narrative effects of some task-based learning procudures on LZ communicative effectivness . Language Learning , 42, 249-277 .
Statistics Article View: 721 PDF Download: 449