Researching Second Language Task Performance and Pedagogy: Essays in Honor of Peter Skehan (John Benjamins TBLT series) (original) (raw)
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This article reports on three research studies, all of which concern second language task performance. The first focuses on planning, and compares on-line and strategic planning as well as task repetition. The second study examines the role of familiarity on task performance, and compares this with conventional strategic planning. The third study examines the effect on task performance of different types of post-task transcription. The three studies are also examined in relation to one another for the broader generalizations that they permit. These suggest that repetition can be stronger in its effects than on-line or strategic planning, but that planning is more potent in its effects than simply familiarity with the material being spoken about. In addition, what is termed supported on-line planning and post-task transcription are associated with less error in performance. The three studies are discussed in terms of the wider second language performance processes of complexifying, rehearsing and monitoring. These processes are linked to the Levelt model of speaking, and applied to the need to analyse tasks in a manner consistent with pedagogic goals.
Journal of Language Teaching and Research, 2021
This study takes as its basis a recognition that task-based learning is now recognized as having major benefits in promoting L2 learning, and how cognitive load affects speech production. In addition, there has been a recent examination of the impact of task complexity, real-world meaning, and the overall cognitive load needed to be expended by students. Different task types have been evaluated in terms of how they improve aspects of language. However, less consideration has been given to the effect on the cognitive load of different task types with the speech production processes (conceptualization, input, output identification, monitoring, and reformulations). Drawing on data collected from 112 participants (56 Native Speakers, 56 Non-Native Speakers) who completed a series of tests of varying complexity and were asked to evaluate on a rating scale, the level of mental effort expended. The results indicated that complexity increases mental effort and thus cognitive load, and that...