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The influence of complexity in monologic versus dialogic tasks in Dutch L2

Michel, Marije and Kuiken, Folkert and Vedder, Ineke (2007) The influence of complexity in monologic versus dialogic tasks in Dutch L2. International Review of Applied Linguistics in Language Teaching, 45 (3). pp. 241-259. ISSN 0019-042X

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    Abstract

    This study puts the Cognition Hypothesis (Robinson 2005) to the test with respect to its predictions of the effects of changes in task complexity (± few elements) and task condition (± monologic) on L2 performance. 44 learners of Dutch performed both a simple and a complex oral task in either a monologic or a dialogic condition. The performance of the L2 learners was analysed with regard to linguistic complexity, accuracy, and fluency. As predicted by the Cognition Hypothesis, the complex task generated more accurate though less fluent speech. Linguistic complexity, however, was only marginally affected. Dialogic tasks triggered more accurate and fluent output though it was structurally less complex. The interaction of task complexity and task condition showed effects on measures of accuracy only: in the monologic but not in the dialogic condition task complexity did promote accuracy. As a consequence, our results only partially support the Cognition Hypothesis.

    Item Type: Article
    Journal or Publication Title: International Review of Applied Linguistics in Language Teaching
    Uncontrolled Keywords: task complexity ; interaction ; Cognition Hypothesis
    Subjects: P Language and Literature > P Philology. Linguistics
    Departments: Faculty of Arts & Social Sciences > Linguistics & English Language
    ID Code: 59265
    Deposited By: ep_importer_pure
    Deposited On: 07 Nov 2012 09:56
    Refereed?: Yes
    Published?: Published
    Last Modified: 13 Jan 2016 14:52
    Identification Number:
    URI: http://eprints.lancs.ac.uk/id/eprint/59265

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