TASK COMPLEXITY AND STUDENTS’ NARRATIVE WRITING

Dahlan Dahlan

Abstract


This article is a theoretical review writing. It explores some studies on the effects of task complexity on written narrative production under different task complexity conditions by EFL learners at different proficiency levels. Task complexity was manipulated along Robinson’s (2001b) proposed task complexity dimension of Here-and-Now (simple) vs. There-and-Then (complex) in. Accordingly, three specific measures of the written narratives were targeted, i.e. complexity, accuracy and fluency (CAF). The results of some experts’ research indicated that with respect to complexity and accuracy, the effects of both task complexity and language proficiency were found significant. More complexity and accuracy were found in the complex task with high-proficiency learners. However, no significant effect of task complexity and language proficiency on fluency was found. The pedagogical implications are discussed with reference to the influence of task complexity and language proficiency on text quality.


Keywords


task, complexity, fluency, accuracy, narrative writing

Full Text:

PDF

References


Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. SSLA, 26, 59-84.

Gilabert, R. (2005). Task complexity and L2 narrative oral production. Unpublished doctoral dissertation, Universitat de Barcelona.

Hamp-Lyons, L., & Mathias, S. P. (1994). Examining expert judgments of task difficulty on essay tests. Journal of Second Language Writing, 3, 49–68.

Ishikawa, T. (2006). The effect of task complexity and language proficiency on task-based language performance. The Journal of Asia TEFL, 3(4), 193-225.

Kawauchi, C. (2005). The effects of strategic planning on the oral narratives of learners with low and high intermediate L2 proficiency. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 143-164). Amsterdam: Benjamins.

Kuiken, F., Mos, M., & Vedder, I. (2005). Cognitive task complexityand second language writing performance. In S. Foster-Cohen, M.P. García-Mayo, & J. Cenoz (Eds.), Eurosla Yearbook, Vol.5 (pp. 195-222). Amsterdam: Benjamins.

Kuiken, F., & Vedder, I. (2007). Task complexity and measures of linguistics performance in L2 writing. International Review of Applied Linguistics in Language Teaching, 45, 261-284.

Kuiken, F., & Vedder, I. (2008). Cognitive task complexity and written output in Italian and French as a foreign language. Journal of Second Language Writing, 17, 48-60.

Larsen-Freeman, D. (2006). The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics, 27(4), 590-619.

Long, M. H., & Crookes, G. (1992). Three approaches to a task-based syllabus design. TESOL Quarterly, 26(1), 27-49.

Polio, C.G. (1997). Measures of linguistic accuracy in second language writing research. Language Learning, 47(1), 101-143.

Rahimpour, M. (1997). Task condition, task complexity and variation in L2 discourse. Unpublished doctoral dissertation, University of Queensland.

Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.

Robinson, P. (1995). Task complexity and second language narrative discourse. Language Learning, 45(1), 99-140.

Robinson, P. (1996). Connecting tasks, cognition and syllabus design. University of

Queensland Working Papers in Language and Linguistics, 1(1), 1-14.R




DOI: https://doi.org/10.24256/ideas.v7i2.1069

Article Metrics

Abstract view : 2 times
PDF - 8 times

Refbacks

  • There are currently no refbacks.


View My Stats