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Task Sequencing and Task Complexity Effects on L2 Writing: Does Task Order Really Matter?

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.18 No.4 (2021.12)바로가기
  • 페이지
    pp.1088-1107
  • 저자
    Jiyong Lee
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A405964

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원문정보

초록

영어
While the importance of task sequencing in task-based research and syllabus design has been emphasized, there is a gap in the literature regarding whether the order in which tasks are presented actually has a significant impact on L2 performance. The aim of the study was to investigate whether task sequencing actually had an effect on L2 written performance. A writing task with three levels of task complexity was given to 88 EFL learners, with one group carrying the three task versions out in the order of increasing task complexity (Simple-to-complex), and the other group in the order of decreasing task complexity (Complex-to-simple). It was found that the cognitive load of the task, as well as learners’ syntactic complexity and lexical diversity shown in their L2 writing, were significantly affected by task sequencing and its interaction with task complexity. Pedagogical implications are noted with regard to the differential effects that task sequencing has on L2 writing, as presenting tasks in the order of increasing task complexity resulted in greater syntactic complexity, while presenting tasks in decreasing task complexity led to greater lexical diversity.

목차

Abstract
Introduction
Task Sequencing Effects on L2 Performance
Research Questions
Methodology
Participants
Writing Task
Cognitive Load Measure
Syntactic Complexity Measure
Lexical Diversity Measure
Data Analysis
Results
Time-on-Task
Syntactic Complexity
Lexical Diversity
Discussion
Effects of Task Sequencing and Task Complexity on Cognitive Load
Effects of Task Sequencing and Task Complexity on Syntactic Complexity
Effects of Task Sequencing and Task Complexity on Lexical Diversity
Conclusion
Acknowledgement
The Author
References
Appendix 

키워드

task sequencing task complexity L2 writing syntactic complexity lexical diversity

저자

  • Jiyong Lee [ Seoul National University, South Korea ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 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

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