Earticle

초록

영어

This present study examined effects of task complexity based on task structure for Korean university students' narrative writing performance. Robinson's Cognition Hypothesis (2001a, 2001b 2005, 2007, 2011) argued that if tasks are sequenced on the basis of their relative complexity, task performance from language learners should be influenced by the complexity of the task with regard to accuracy, complexity, and fluency. In this study, task complexity is manipulated by task structure with +/- reasoning which was presented as one of resource-directing elements in the task complexity features by Robinson (2001). Sixty-nine Korean university students participated in this study. They performed two narrative writing tasks each with +/- reasoning structure based on two different picture stories. The learners' written performance was coded by T-unit, S-nodes, errors, and the number of words to measure the accuracy, fluency, and complexity. The result showed that cognitively more demanding task demonstrated more positive effects on syntactic complexity with no significant difference on fluency while cognitively less demanding task led to increases on accuracy measure with also no significant difference on fluency.

목차

Ⅰ. 서론
 Ⅱ. 이론적 배경
  제1장. 과업중심언어교육
  제2장. Robinson의 인지가설(Cognition Hypothesis)
 Ⅲ. 연구방법
  제1장. 연구대상
  제2장. 연구 도구 및 절차
  제3장. 자료 분석
 Ⅳ. 결과 및 논의
 Ⅴ. 교육적 함의
 참고문헌
 부록
 논문초록

키워드

과업 인지가설 과업복잡성 자원집중 정확성 유창성 복잡성 task Cognition Hypothesis task complexity resource-directing accuracy fluency complexity

저자

• 주우정 [ Joo, Woo-Jung | 동서대학교 영어과 ] 제1저자
• 박매란 [ Park, Mae-Ran | 부경대학교 영어영문학과 ] 교신저자

참고문헌

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