Task complexity and linguistic performance in L2 writing and speaking The effect of mode

Task-Based Language Teaching

Volumn 2, Issue , 2011, Pages 91-104

  Kuiken, Folkert ^a   Vedder, Ineke ^a  

^a UNIVERSITY OF AMSTERDAM   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85150074177     PISSN: 1877346X     EISSN: None     Source Type: Book Series    
DOI: 10.1075/tblt.2.09ch4     Document Type: Chapter

References (23)

1. Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
2. Foster, P., Tonkyn, A. & Wigglesworth, G. (2000). Measuring spoken language: A unit for all reasons. Applied Linguistics, 21(3), 354–375.
3. Gilabert, R. (2007). Effects of manipulating task complexity on self-repairs during L2 oral production. International Review of Applied Linguistics, 45, 215–240.
4. Grabowski, J. (2005). Speaking, writing, and memory span performance: Replicating the Bourdin and Fayol results on cognitive load in German children and adults. In L. Allal & J.Dolz (Eds.), Proceedings Writing 2004. Geneva: Adcom Productions (CD-ROM).
5. Grabowski, J. (2007). The writing superiority effect in the verbal recall of knowledge: Sources and determinants. In M. Torrance, L. van Waes & D. Galbraith (Eds.), Writing and cognition: Research and applications (Studies in Writing, Vol. 20, pp. 165–179). Amsterdam: Elsevier.
6. Granfeldt, J. (2008). Speaking and writing in L2 French: Exploring effects on fluency, complexity and accuracy. In Van Daele, S., A. Housen, F. Kuiken, M. Pierrard, & I. Vedder (Eds.), Complexity, accuracy and fluency in second language use, learning and teaching (pp. 87–98). Wetteren: KVAB Universa Press.
7. Houck, N., & Gass, S.M. (1996). Non-native refusal: A methodological perspective. In S.M. Gass & J. Neu (Eds.), Speech acts across cultures (pp. 45–64). Berlin: Mouton de Gruyter.
8. Hunt, K. (1970). Syntactic maturity in school children and adults. Monograph of the Society for Research in Child Development, 134 (35), 1.
9. Kuiken, F., Mos, M., & Vedder, I. (2005). Cognitive task complexity and second language writing performance. In S. Foster-Cohen, M.P. García Mayo, & J. Cenoz (Eds.), Eurosla Yearbook (Vol. 5, pp. 195–222). Amsterdam: John Benjamins.
10. Kuiken, F., & Vedder, I. (2007a). Cognitive task complexity and linguistic performance in French L2 writing. In M. P. García Mayo (Ed.), Investigating tasks in formal language learning (pp. 117–135). Clevedon: Multilingual Matters.
11. Kuiken, F., & Vedder, I. (2007b). Task complexity and measures of linguistic performance in L2 writing. International Review of Applied Linguistics, 45(3): 261–284.
12. Kuiken, F., & Vedder, I. (2007c). Cognitive task complexity and written output in Italian and French as a foreign language. Journal of Second Language Writing, 17(1): 48–60.
13. Kuiken, F., & Vedder, I. (in press). Speaking and writing tasks and their effect on second language performance. In S. Gass & A. Mackey (Eds.) Handbook of Second Language Acquisition. Oxford: Routledge.
14. Martínez-Flor, A. (2006). Task effects on EFL learners productions of suggestions: A focus on elicited phone messages and emails. Miscelánae: A journal of English and American Studies, 33, 47–64.
15. Michel, M.C., Kuiken, F., & Vedder, I. (2007). The influence of complexity in monologic versus dialogic tasks in Dutch L2. International Review of Applied Linguistics, 45(3), 241–259.
16. Robinson, P. (1995). Task complexity and second language narrative discourse. Language Learning, 45(1): 99–145.
17. Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. In P. Robinson (Ed.) Cognition and second language instruction (pp. 287–318). Cambridge: Cambridge University Press.
18. Robinson, P. (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. International Review of Applied Linguistics, 43, 1–32.
19. Robinson, P. (2007). Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. International Review of Applied Linguistics, 43: 1–31.
20. Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
21. Skehan, P., & Foster, P. (2001). Cognition and tasks. In P. Robinson (Ed.), Cognition and second language learning (pp. 183–205). Cambridge: Cambridge University Press.
22. Weissberg, R. (2000). Developmental relationships in the acquisition of English syntax: writing vs. speech. Learning and Instruction, 10: 37–53.
23. Wolfe-Quintero, K., Inagaki, S. I., & Kim, H.-Y. (1998). Second language development in writing: Measures of fluency, accuracy and complexity. Honolulu, HI: Second Language Teaching and Curriculum Center, University of Hawai’i at Manoa.