dc.contributor.author |
Rahimi, M |
en |
dc.contributor.author |
Zhang, Jun Lawrence |
en |
dc.date.accessioned |
2018-11-05T22:46:39Z |
en |
dc.date.issued |
2018-11-17 |
en |
dc.identifier.issn |
0163-853X |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/43958 |
en |
dc.description.abstract |
Investigating the effects of task design and implementation features on second language (L2) production is necessary, as the findings can provide potential insights into pedagogical and assessment task design and sequencing as well as into the nature of L2 learners’ attentional resources. To this end, this study probed into the effects of task complexity and pre-task planning on L2 writing production. Eighty L2 learners of upper-intermediate English proficiency were invited to complete two writing tasks of varying degrees of complexity in relation to the reasoning demands and the number of elements under pre-task versus no pre-task planning conditions. Results show that, as a function of increasing task complexity, one dimension of the syntactic and lexical complexity, content, organization, and writing quality improved, whereas accuracy and fluency reduced. Providing 10 minutes pre-task planning had significant favorable effects on one dimension of syntactic complexity and fluency, no effects on accuracy or lexical complexity, and significant positive impacts on the content, organization, and writing quality. These findings lend partial support to the Cognition Hypothesis, the Trade-off Hypothesis, and attentional funnelling in L2 writing. Theoretical, methodological, and pedagogical implications of the study for task design and implementation as well as for task-based assessment in language education programs are discussed. Key Words: Task complexity; Pre-task planning; Cognition Hypothesis; Trade-Off Hypothesis; L2 Writing Production |
en |
dc.publisher |
Taylor & Francis (Routledge) |
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dc.relation.ispartofseries |
Discourse Processes |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
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dc.title |
Effects of task complexity and planning conditions on L2 argumentative writing production |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1080/0163853X.2017.1336042 |
en |
pubs.issue |
8 |
en |
pubs.begin-page |
726 |
en |
pubs.volume |
55 |
en |
dc.rights.holder |
Copyright: The author |
en |
pubs.end-page |
742 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
639126 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Curriculum and Pedagogy |
en |
pubs.record-created-at-source-date |
2017-06-17 |
en |
pubs.online-publication-date |
2017-07-31 |
en |