Journal ArticleDOI
Anticipating a Post-task Activity: The Effects on Accuracy, Complexity, and Fluency of Second Language Performance
Pauline Foster,Peter Skehan +1 more
TLDR
This paper proposed a post-task activity, requiring L2 speakers to transcribe some of their earlier task performance for both narrative and decision-making tasks, and found that the predicted accuracy effect is obtained with both tasks, but so too is an effect of complexity for the decision making task.Abstract:
The concept of focus on form has been influential in second language (L2) acquisition and pedagogy. One example of the implementation of focus on form is a post-task activity (e.g., anticipation of a public performance) that can selectively orient learners toward increased levels of accuracy. The present research proposes a new operationalization of a post-task activity, requiring L2 speakers, post-task, to transcribe some of their earlier task performance for both narrative and decision-making tasks. This study indicates that the predicted accuracy effect is obtained with both tasks, but so too is an effect of complexity for the decision-making task. Results are discussed in terms of the way L2 speakers allocate attention during task performance and how this allocation can be influenced by experimental conditions. (Authors' abstract)read more
Citations
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Focus on Form in task-based language teaching
TL;DR: This dissertation presents research on the way in which learners focus on grammar in task-based language teaching (TBLT) by conducting three experimental studies which investigated the effect of different instructional focus on form strategies on learners’ accurate use of German grammatical structures in a task- based language teaching environment.
Journal ArticleDOI
Tasks Versus Conditions: Two Perspectives on Task Research and Their Implications for Pedagogy
TL;DR: In this paper, the authors explore the contrast between the effects on second language performance of tasks and task characteristics, and the conditions under which tasks are done, on the other hand, and propose that the impact of conditions such as pretask planning, task repetition, and post-task activities is greater and more consistent than the impact on tasks and features such as time perspective or number of elements.
Journal ArticleDOI
The task is not enough: Processing approaches to task-based performance
TL;DR: In this paper, the authors report on three research studies, all of which concern second language task performance, and compare on-line and strategic planning as well as task reprogramming.
Task-based Syllabus Design
TL;DR: The view presented in this paper is that the use of 'task' as a basic building block for syllabus design is justifiable.
Book
Task-Based Language Teaching: Theory and Practice
TL;DR: In this article, the authors present a pedagogic background to task-based language teaching and evaluate the effectiveness of TBLT programs in terms of test scores and assessment results.
References
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Book
Task-based Language Learning and Teaching
TL;DR: The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task- based course design, methodology, and assessment.
Book
Models of Working Memory: Mechanisms of Active Maintenance and Executive Control
Akira Miyake,Priti Shah +1 more
TL;DR: This paper presents a meta-analyses of working memory from the perspective of the EPIC architecture for modelling skilled perceptual-motor and cognitive human performance and discusses the role of language, attention, and inhibitory mechanisms in this performance.
Book
A Cognitive Approach to Language Learning
TL;DR: In this article, the role of memory and lexical learning in language learning is discussed, and a rationale for task-based instruction is presented, as well as a model of language learning.
BookDOI
Cognition and second language instruction
TL;DR: In this paper, Schmidt and Hulstijn present a triadic framework for examining task influence on SLA. But they do not discuss the role of task complexity in SLA learning.
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