The Effects of Manipulating Task Complexity on the Occurrence of Languagerelated Episodes during Learner-learner Interaction

• Autores: Mohammad Ali Heidari-Shahreza, Azizollah Dabaghi, Zohreh Kassaian
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 17, 2012, págs. 173-188
• Idioma: inglés
• DOI: 10.30827/digibug.31975
• Enlaces
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    El presente estudio exploró los efectos de la complejidad de la tarea en el uso de episodios relacionados con el lenguaje en la interacción alumno-alumno de 40 estudiantes de inglés como lengua extranjera. La complejidad de la tarea fue manipulada mediante dos factores: (1) exigencia de razonamiento, y (2) el número de elementos. Los participantes realizaron cuatro tareas de dos tipos (la narración de imagen y la diferencia de imagen). El estudio dio resultados mixtos, mientras que en algunas versiones de las tareas, la complejidad y la aparición de LRE mostró una correlación positiva, este patrón no es válido para todas las tareas y niveles de competencia. Por otra parte, el aumento observado fue en su mayoría en el número de LRE léxica y no en los elementos gramaticales.

  • English

    The present study explored the effects of task complexity on the occurrence of language-related episodes during learner-learner interaction of 40 EFL students. Task complexity was manipulated using two factors: (1) reasoning demands;

    and (2) number of elements. Participants performed four tasks of two types (picture narration and picture difference). The study bore mixed results; while in some versions of the tasks, complexity and the occurrence of LREs positively correlated, this pattern did not hold true for all the tasks and proficiency levels. Moreover, the observed increase was mostly in the number of lexical LREs than that of grammatical ones.

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