Earticle

초록

영어

First, this investigation – inspired by Robinson’s (2001a, 2001b, 2003, 2011) Cognition Hypothesis and Skehan’s (1998, 2003) Trade-Off Hypothesis – intends to explore how second language writing can improve language learning through manipulating cognitive task complexity dimensions. Second, it attempts to examine if task complexity factors and cognitive learner-related variables have interaction effects on linguistic production. It focuses on planning time and intentional reasoning demands, language learning aptitude, and measures of lexical complexity, syntactic complexity, and accuracy. The participants were 226 intermediate Iranian EFL learners. In a between-subjects design, the participants were first assigned to three experimental groups randomly, each group receiving a task with different level of reasoning demands. Then, within each group, we did a stratified random sampling and assigned an equal number of learners with higher and lower aptitude levels to planned and unplanned groups. The results revealed that (a) planning time availability led to significantly more syntactic complexity, (b) increasing task complexity with regard to reasoning demands resulted in higher gains of lexical and syntactic complexity, whereas no significant effect was detected on accuracy, (c) a significant interaction effect between planning and reasoning demands was found only on accuracy, and (d) a three-way interaction among planning, reasoning demands, and language learning aptitude was observed on accuracy. Generally, the findings are discussed with regard to the predictions of the Cognition Hypothesis and the Trade-Off Hypothesis.

목차

Abstract
 Introduction
 Background to the Study
  Writing and Language Development
  Conflicting Models of Cognitive Task Complexity (CTC)
  Research on Manipulating Reasoning Demands in L2 Writing
  Research on Manipulating Planning in L2 Writing Domain
  Learner-related Variables and Written Task Production
  Language Aptitude Construct and Measurement
 The Present Study
 Method
  Participants and the Context of the Study
  Dependent and Independent Variables
  Procedure
 Results
 Discussion and Conclusion
  The Effect of Reasoning Demands
  The Effect of Planning Time Factor
  The Simultaneous Effect of Resource-directing and Resource-dispersing Factors
  Interplay of Language Learning Aptitude and Task Complexity Factors
  Limitations and Suggestions for Further Research
 Note
 The Authors
 References

키워드

저자

• Simin Sattarpour [ University of Tabriz, Iran ]
• Farahman Farrokhi [ University of Tabriz, Iran ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  The Journal of AsiaTEFL

• 간기

  계간

• pISSN

  1738-3102

• eISSN

  2466-1511

• 수록기간

  2004~2026

• 등재여부

  SCOPUS,KCI 등재

• 십진분류

  KDC 740 DDC 420