dc.contributor |
Universitat de Barcelona |
dc.contributor.author |
Gilabert Guerrero, Roger |
dc.date |
2013-12-16T14:27:57Z |
dc.date |
2013-12-16T14:27:57Z |
dc.date |
2007 |
dc.date |
2013-12-16T14:27:57Z |
dc.identifier.citation |
0019-042X |
dc.identifier.citation |
557584 |
dc.identifier.uri |
http://hdl.handle.net/2445/48476 |
dc.format |
27 p. |
dc.format |
application/pdf |
dc.language.iso |
eng |
dc.publisher |
Walter de Gruyter |
dc.relation |
Reproducció del document publicat a: http://dx.doi.org/10.1515/IRAL.2007.010 |
dc.relation |
International Review of Applied Linguistics in Language Teaching, 2007, vol. 45, num. 3, p. 215-240 |
dc.relation |
http://dx.doi.org/10.1515/IRAL.2007.010 |
dc.rights |
(c) Walter de Gruyter, 2007 |
dc.rights |
info:eu-repo/semantics/openAccess |
dc.subject |
Psicolingüística |
dc.subject |
Ensenyament de llengües |
dc.subject |
Psycholinguistics |
dc.subject |
Language teaching |
dc.title |
Effects of manipulating Task Complexity on self-repairs during L2 oral production |
dc.type |
info:eu-repo/semantics/article |
dc.type |
info:eu-repo/semantics/publishedVersion |
dc.description.abstract |
This paper analyses the effects of manipulating the cognitive complexity of L2 oral tasks on language production. It specifically focuses on self-repairs, which are taken as a measure of accuracy since they denote both attention to form and an attempt at being accurate. By means of a repeated measures de- sign, 42 lower-intermediate students were asked to perform three different tasks types (a narrative, and instruction-giving task, and a decision-making task) for which two degrees of cognitive complexity were established. The narrative task was manipulated along +/− Here-and-Now, an instruction-giving task ma- nipulated along +/− elements, and the decision-making task which is manipu- lated along +/− reasoning demands. Repeated measures ANOVAs are used for the calculation of differences between degrees of complexity and among task types. One-way ANOVA are used to detect potential differences between low- proficiency and high-proficiency participants. Results show an overall effect of Task Complexity on self-repairs behavior across task types, with different be- haviors existing among the three task types. No differences are found between the self-repair behavior between low and high proficiency groups. Results are discussed in the light of theories of cognition and L2 performance (Robin- son 2001a, 2001b, 2003, 2005, 2007), L1 and L2 language production models (Levelt 1989, 1993; Kormos 2000, 2006), and attention during L2 performance (Skehan 1998; Robinson, 2002). |