Effects of manipulating task complexity on self-repairs during L2 oral production

IRAL - International Review of Applied Linguistics in Language Teaching

Volumn 45, Issue 3, 2007, Pages 215-240

  Gilabert, Roger ^a  

^a UNIVERSITAT RAMON LLULL   (Spain)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34548688390     PISSN: 0019042X     EISSN: 16134141     Source Type: Journal    
DOI: 10.1515/iral.2007.010     Document Type: Article

References (59)

1. Brédart, Serge (1991). Word interruption in self-repairing. Journal of Psycholinguistic Research 20: 123-137.
2. Chown, Eric, Stephen Kaplan and David Kortenkamp (1995). Prototypes, location and associative networks (PLAN): Towards a unified theory of cognitive mapping. Cognitive Science 19: 1-52.
3. Cornell, Edward, Donald Heth and Denise Alberts (1994). Place recognition and way finding by children and adults. Memory and Cognition 22: 633-643.
4. de Bot, Kees (1996). The psycholinguistics of the output hypothesis. Language Learning 46: 529-55.
5. Dörnyei, Zoltan and Judit Kormos (1998). Problem-solving mechanisms in L2 communication: A psycholinguistic perspective. Studies in Second Language Acquisition 20: 349-385.
6. Ellis, Rod (ed.) (2005). Planning and Task Performance in a Second Language. Amsterdam: John Benjamins.
7. Evans, M. W. and J. Marciniak (1987). Software Quality Assurance and Management. New York: John Wiley & Sons.
8. Foster, Pauline and Peter Skehan (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition 18: 299-323.
9. Foster, Pauline, Alan Tonkyn and Gillian Wigglesworth (2000). Measuring spoken discourse: A unit for all reasons. Applied Linguistics 21: 333-353.
10. Gass, Susan and Alison Mackey (2007). Input, interaction and output: An overview. AILA Review 19: 3-17.
11. Gilabert, Roger (2005). Task complexity and 12 narrative oral production. Unpublished Ph. D. dissertation. University of Barcelona, Spain.
12. _ (2006). Manipulating task complexity across task types: Effects on oral production. Paper presented at the AAAL/CAAL language production symposium in Montreal, Canada.
13. _ (2007). The simultaneous manipulation of task complexity along planning and +/- Here-and-Now: effects on L2 oral production. In Investigating Tasks in Formal Language Learning, Maria del Pilar García-Mayo (ed.), 44-68. Clevedon: Multilingual Matters.
14. Givon, Talmy (1985). Function, structure, and language acquisition. In The Crosslinguistic Study of Language. Acquisition, Vol. 1, Dan Slobin (ed.), 1008-1025. Hillsdale, NJ: Lawrence Erlbaum.
15. Harrington, Michael and Mark Sawyer (1992). L2 working memory capacity and L2 reading skills. Studies in Second Language Acquisition 14: 25-38.
16. Ishikawa, Tomohito (2007). The effects of manipulating task complexity along the +/-Here-and now in L2 written narrative discourse. In Investigating Tasks in Formal Language Learning, Maria del Pilar García-Mayo (ed.), 136-156. Clevedon: Multilingual Matters.
17. Iwashita, Noriko, Tim McNamara and Catherine Elder (2001). Can we predict task difficulty in an oral proficiency test? Exploring the potential of an information-processing approach to task design. Language Learning 51: 401-436.
18. Kormos, Judit (1998). A. new psycholinguistic taxonomy of self-repairs in L2: A qualitative analysis with retrospection. Even Yearbook, ELITE SEAS Working Papers in Linguistics 3: 43-68.
19. _ (1999). Monitoring and self-repair in L2. Language Learning 49: 303-342.
20. _ (2000). The role of attention in monitoring second language speech production. Language Learning 50: 343-384
21. _ (2006) Speech Production and Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum.
22. Kuiken, Folkert, Maria Mos and Ineke Vedder (2005). Cognitive task complexity and second language writing performance. In EUROSLA Yearbook 5, Susan Foster-Cohen, Maria del Pilar García-Mayo and Jasone Cenoz (eds.), 195-222. Amsterdam: John Benjamins.
23. Kuiken, Folkert and Ineke Vedder (2007). Cognitive task complexity and linguistic performance in French L2 writing. In Investigating Tasks in Formal Language Learning, Maria del Pilar García-Mayo (ed.), 117-135. Clevedon: Multilingual Matters.
24. Lennon, Paul (1991). Error: Some problems of definition, identification and distinction. Applied Linguistics 12: 180-195.
25. Levelt, Willem J. M. (1983). Monitoring and self-repair in speech. Cognition 33: 41-103.
26. _ (1989). Speaking: From Intention to Articulation. Cambridge, MA: MIT Press.
27. _ (1993). Language use in normal speakers and its disorders. In Linguistic Disorders and Pathologies, Gerhard Blanken, Jurgen Dittmann, Hannelore Grimm, Jim Marshall and Claus Wallesch (eds.), 1-15. Berlin: Mouton De Gruyter.
28. Long, Michael (2000). Focus on form in task-based language teaching. In Language Policy and Pedagogy, Richard Lambart and Elana Shohamy (eds.), 179-192. Amsterdam/Philadelphia: John Benjamins.
29. Lyter, Roy and Leila Ranta (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition 19: 37-66.
30. MacWhinney, Brian (1995). The CHILDES project: Tools for Analyzing Talk (2nd edition). Hillsdale, NJ: Lawrence Erlbaum.
31. Meara, Paul and Jim Milton (2003). X Lex: The Swansea Vocabulary Levels Test. Express, Newbury.
32. Niwa, Yukiko (2000). Reasoning demands of L2 tasks and L2 narrative production: Effects of individual differences in working memory, intelligence, and aptitude. Unpublished M.A. dissertation, Aoyama Gakuin University, Tokyo.
33. Nuevo, Ana-Maria (2006). Task complexity and interaction. Unpublished Ph. D. dissertation, Georgetown University, U.S.A.
34. Perneger, Thomas (1998). What is wrong with Bonferroni adjustments. British Medical Journal 136: 1236-1238.
35. Quesada, Jose, Walter Kintsch and Emilio Gómez-Millán (2005). Complex problem-solving: A field in search of a definition? Theoretical Issues in Ergonomic Science 6 (1): 5-33.
36. Theory of complex problem solving using the vector space model (part 2). Latent Semantic Analysis applied to empirical results from adaptation experiments. Cognitive Research with Microworlds 2: 147-158.
37. Rahimpour, Massoud (1997). Task condition, task complexity and variation in L2 discourse. Unpublished Ph. D. dissertation, University of Queensland, Australia.
38. Lee, Eliza and Leslie Rescorla (2002). The use of psychological state terms by late talkers at age 3. Applied Psycholinguistics 23: 623-641.
39. Robinson, Peter (1995a). Task complexity and second language narrative discourse. Language Learning 45: 99-140.
40. _ (1995b). Attention, memory and the 'noticing' hypothesis. Language Learning 45: 283-331.
41. _ (2001a). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics 22: 27-57.
42. _ (2001b). Task complexity, cognitive resources, and syllabus design: A triadic framework for investigating task influences on SLA. In Cognition and Second Language Instruction, Peter Robinson (ed.), 287-318. Cambridge: Cambridge University Press.
43. _ (ed.) (2002). Individual Differences and Instructed Language Learning. Philadelphia: John Benjamins.
44. _ (2003). The Cognition Hypothesis, task design, and adult task-based language learning. Second Language Studies 21: 45-105
45. _ (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. International Review of Applied Linguistics 45:1-32.
46. _ (2007). Criteria for classifying and sequencing pedagogic tasks. In Investigating Tasks in Formal Language Learning, Maria del Pilar García-Mayo (ed.), 7-27. Clevedon; Multilingual Matters.
47. Schegloff, Emanuel, Gail Jefferson and Harvey Sachs (1977). The preference of self-correction in the organization of repair in conversation. Language 53: 361-382.
48. Shatz, Marilyn, Wellman, Henry and Susan Silber (1983). The acquisition of mental verbs: A systematic investigation of first references to mental states. Cognition 14: 301-321.
49. Skehan, Peter (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
50. Skehan, Peter and Pauline Foster (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research 1: 185-211.
51. _ (2001). Cognition and tasks. In Cognition and Second Language Instruction, Peter Robinson (ed.), 183-205. Cambridge: Cambridge University Press.
52. Slobin, Dan (1985). Crosslinguistic evidence for the language-making capacity. In The Crosslinguistic Study of Language Acquisition, Vol. 2, Theoretical Issues, Dan Slobin (ed.), 1157-1259. Hillsdale, NJ: Erlbaum.
53. Swain, Merrill (1998). Focus on form through conscious reflection. In Focus on Form in Classroom Second Language Acquisition, Catherine Doughty and Jessica Williams (eds.), 64-81. New York: Cambridge University Press
54. Talmy, Len (2000). Toward a Cognitive Semantics, Vol. 1, Concept Structuring Systems. Cambridge, MA: MIT Press.
55. Tomlin, Russ and Victor Villa (1994). Attention in cognitive science and SLA. Studies in Second Language Acquisition 16: 185-204.
56. Van Hest, Erna (1986). Self-repair in L1 and L2 Production. Tilburg, Netherlands: Tilburg University Press.
57. Wickens, Christopher D. (1989). Attention and skilled performance. In Humans Skills, 2nd edition, Daniel Holding (ed.), 71-105. New York: John Wiley.
58. _ (1992). Engineering Psychology and Human Performance. New York: Harper Collins.
59. Yuan, Fang and Rod Ellis (2003). The effects of pre-task planning and on-line planning on fluency, complexity, and accuracy in L2 monologic oral production. Applied Linguistics 24: 1-27.