The study measures the impact of increasing cognitive task demands on the use of L2 learners’ pragmatic moves. L2 Spanish/Catalan learners of English (n = 36) were grouped into pairs and performed two types of problem-solving tasks. Task complexity was independently measured by means of a learners’ perceptions questionnaire, time on task, and time estimation. Interactions were analyzed for the use of requests and suggestions. Results showed an impact of task complexity on the number of moves for one of the tasks, indicating a clear task effect. No differences in terms of the variety of moves were found between the simple and complex versions of tasks. Results showed a clear task effect with some moves being exclusively associated with some tasks but not others.
2024. The effects of task complexity on L2 English rapport-building language use and its relationship with paired speaking test task performance. Applied Linguistics Review 15:2 ► pp. 737 ff.
2018. The effect of explicit instruction and task repetition on Colombian EFL students’ use of politeness strategies during disagreements. The Language Learning Journal 46:4 ► pp. 470 ff.
2023. Task‐Based Pragmatics Teaching. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
González-Lloret, Marta
2022. Technology-mediated tasks for the development of L2 pragmatics. Language Teaching Research 26:2 ► pp. 173 ff.
Gurzynski-Weiss, Laura, Avizia Yim Long & Megan Solon
2017. TBLT AND L2 PRONUNCIATION. Studies in Second Language Acquisition 39:2 ► pp. 213 ff.
Kim, YouJin, Caroline Payant & Pamela Pearson
2015. THE INTERSECTION OF TASK-BASED INTERACTION, TASK COMPLEXITY, AND WORKING MEMORY. Studies in Second Language Acquisition 37:3 ► pp. 549 ff.
KIM, YOUJIN & NAOKO TAGUCHI
2015. Promoting Task‐Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity. The Modern Language Journal 99:4 ► pp. 656 ff.
Kim, YouJin & Naoko Taguchi
2016. Learner–Learner Interaction During Collaborative Pragmatic Tasks: The Role of Cognitive and Pragmatic Task Demands. Foreign Language Annals 49:1 ► pp. 42 ff.
2016. MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS. Studies in Second Language Acquisition 38:4 ► pp. 703 ff.
This list is based on CrossRef data as of 11 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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