Abstract:
In L2 development, the cognitive complexity of tasks plays a crucial role in task performance and language features produced. However, there have only been few studies addressing the impact of task complexity on EFL learners' attention to L2 system and form-focused self-repairs (FFS).This study explores the role of increasing cognitive task complexity in EFL learners' form-focused attention (FFA) to L2 system (i.e. grammar, lexis, and phonology) and FFS and the effect of increasing procedural task complexity on EFL learners' FFA to L2 system and FFS. The participants comprised one hundred EFL junior students of TEFL. The sample was chosen from the cohort of EFL students at Islamic Azad and state universities in Isfahan and Shahrekod. The participants performed under task conditions of−/+ casual reasoning and −/+ planning time. After each stage, each participant filled in a Likert-type scale to examine his/her attention to different aspects of L2 system .Finally, Wilcoxon Signed Rank Test was used to compare the learners’ instances of of self-repairs at un-increased and increased task complexity occasions. Repeated-Measures ANOVA was used to examine the data. Results showed an overall effect of task complexity on EFL learners' attention to L2 system and FFA behavior across task types.
Machine summary:
Exploring the Role of Cognitive and Procedural Task Complexity in EFL Learners' Attention to L2 System and Form-focused Self-repairs Ahmad Reza Jafari*, Ph. D.
However, there have only been few studies addressing the impact of task complexity on EFL learners' attention to L2 system and form-focused self-repairs (FFS).
This study explores the role of increasing cognitive task complexity in EFL learners' form-focused attention (FFA) to L2 system (i.
To what extent does increasing CTC (Cognitive Task Complexity) result in Iranian EFL learners' differential form-focused attention to aspects of the L2 system (i.
There have only been few studies that have considered the question of how the complexity of a task might influence the EFL learners' attention to different aspects of L2 system and form-focused self-repairs.
Results The present study explored the role of increasing cognitive task complexity in EFL learners' form-focused attention to L2 system (i.
Multivariate Tests of the Effect of PTC on EFL Learners' Attention to Phonology / Effect Value F Hypothesis df Error df Sig Partial Eta {مراجعه شود به فایل جدول الحاقی} As the above table shows, when the cognitive complexity of a speaking task increases along resource-directing dimensions the instances of self-repair decreases quite remarkably.
In regard to the putative impact of increasing procedural TC on instances of self-repair in EFL learners oral production, the above table indicates the same falling trend as that of cognitive task complexity.
He analysed the effects of manipulating the cognitive complexity of L2 oral tasks on language production and focused on self-repairs.