Exploring the Role of Cognitive and Procedural Task Complexity in EFL Learners' Attention to L۲ System and Form-focused Self-repairs
محل انتشار: فصلنامه آموزش و پژوهش زبان، دوره: 6، شماره: 23
سال انتشار: 1397
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 193
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شناسه ملی سند علمی:
JR_JFL-6-23_006
تاریخ نمایه سازی: 7 شهریور 1400
چکیده مقاله:
In L۲ 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 L۲ 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 L۲ system (i.e. grammar, lexis, and phonology) and FFS and the effect of increasing procedural task complexity on EFL learners' FFA to L۲ 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 L۲ 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 L۲ system and FFA behavior across task types.
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نویسندگان
Ahmad Reza Jafari
English Department, Islamic Azad University of Isfahan (Khorasgan), Isfahan, Iran
Akbar Afghari
English Department, Islamic Azad University of Isfahan (Khorasgan), Isfahan, Iran
Mansour Koosha
English Department, Islamic Azad University of Isfahan (Khorasgan), Isfahan, Iran