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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국응용언어학회 응용언어학 응용언어학 제34권 제4호
- 발행연도
- 2018.12
- 수록면
- 255 - 286 (32page)
- DOI
- 10.17154/kjal.2018.12.34.4.255
이용수
초록· 키워드
오류제보하기
Despite the synergistic effects of task complexity and planning on speaking performances and focus on form, as implied in previous studies, past research solely looked at their individual effects. Thus, this study explored effects of task complexity and planning on L2 spoken performances and focus on form. Korean EFL low-intermediate learners (n=40) completed picture description tasks in four different conditions (i.e., simple no planning [SN], complex no planning [CN], simple planning [SP] and complex planning [CP]) with post-task questionnaires. Results showed that task complexity and planning had interaction effects on lexical complexity and accuracy. In addition, positive main effects of task complexity were found on syntactic complexity. Positive main effects of planning were identified on syntactic complexity and fluency. In addition to performance scores, individual learners’ responses to the questionnaires provided further evidence of how they manage attentional resources. Despite the learners’ predisposition to meaning, the successful channelling of attention to form was achieved through increasing task complexity (i.e., from SP to CP). Despite theoretical dichotomy of prior research in the field (i.e., Cognition Hypothesis vs. Trade-off Hypothesis), the current study proposes the potential complementarity of these two frameworks: cognitively demanding tasks coupled with planning time may likely lead to enhanced performances in terms of complexity, accuracy, and fluency of Korean EFL low-intermediate learners. Pedagogical implications are also discussed.
목차
Ⅰ. INTRODUCTION
Ⅱ. LITERATURE REVIEW
Ⅲ. METHODOLOGY
Ⅳ. RESULTS
Ⅴ. DISCUSSION
Ⅵ. CONCLUSION
REFERENCES
참고문헌 (53)
참고문헌 신청
[학술지(정기간행물)] - Celce-Murcia, M. / 1997 / Direct approaches in L2 instruction: A turning point in communicative language teaching? / TESOL Quarterly 31 (1) : 141 ~ 152
[학술지(정기간행물)] - Crook es, G. / 1989 / Planning and interlanguage variation / Studies in Second Language Acquisition 11 (4) : 367 ~ 383
[학술지(정기간행물)] - Doughty, C. / 1991 / Second language instruction does make a difference / Studies in Second Language Acquisition 13 (4) : 431 ~ 469
[기타자료] - Educational Testing Service. / 2012 / TOEIC examinee handbook – Speaking & Writing / Educational Testing Service
[단행본] - Ellis, R. / 2005 / Planning and task performance in a second language / John Benjamins
[학술지(정기간행물)] - Crook es, G. / 1989 / Planning and interlanguage variation / Studies in Second Language Acquisition 11 (4) : 367 ~ 383
[학술지(정기간행물)] - Doughty, C. / 1991 / Second language instruction does make a difference / Studies in Second Language Acquisition 13 (4) : 431 ~ 469
[기타자료] - Educational Testing Service. / 2012 / TOEIC examinee handbook – Speaking & Writing / Educational Testing Service
[단행본] - Ellis, R. / 2005 / Planning and task performance in a second language / John Benjamins
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UCI(KEPA) : I410-ECN-0101-2019-701-000324077