The present study examined the effect of manipulating intentional reasoning (IR) demands on learner perceptions of task difficulty from multiple perspectives. More specifically, the following issues were addressed: (1) the effect of IR on learner perceptions of task difficulty; (2) the relative importance of the learner’s individual differences in performing different tasks; and (3) relationships between perceptions of task difficulty and various second language (L2) production measures. Twenty four Japanese college students participated in the experiment and each performed three monologic tasks that differed in IR demands (i.e., no-reasoning, simple-reasoning, and complex-reasoning tasks). The results indicated that: (1) increasing IR demands affected learner perceptions of task difficulty in a way that more complex tasks were likely to be perceived more difficult and interesting; (2) the number of significant correlations between learner perceptions of task difficulty and L2 production measures tended to increase as task demands were increased; and (3) the lexical variation measure employed correlated with learner perceptions of task difficulty in a complex way as task demands were increased, while other measures showed rather stable patterns.
2024. The effects of task complexity on linguistic complexity and perception in English native speakers’ and L2 speakers’ argumentative writing. Language Awareness► pp. 1 ff.
Lee, Sunjin, Eunjin Gye & Juno Baik
2024. Relationship between Task Complexity and Learner Factors: An Analysis
of Intermediate and Advanced Learners of Korean Language . Lanaguage Research 60:1 ► pp. 55 ff.
Sophocleous, Andry
2024. Investigating How 'The Writing Revolution' and Task Complexity Can Enhance Secondary TESOL Students’ Expository Writing. European Journal of English Language Studies 4:4 ► pp. 193 ff.
2020. The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing. Language Teaching Research 24:5 ► pp. 642 ff.
Robinson, Peter & Roger Gilabert
2019. Task‐Based Learning: Cognitive Underpinnings. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
CHO, MINYOUNG
2018. Task Complexity and Modality: Exploring Learners’ Experience From the Perspective of Flow. The Modern Language Journal 102:1 ► pp. 162 ff.
Han, ZhaoHong & Eun Young Kang
2018. Revisiting the Cognition Hypothesis: Bridging a gap between the conceptual and the empirical. International Journal of Applied Linguistics 28:3 ► pp. 391 ff.
Préfontaine, Yvonne & Judit Kormos
2015. The Relationship Between Task Difficulty and Second Language Fluency in French: A Mixed Methods Approach. The Modern Language Journal 99:1 ► pp. 96 ff.
Ishikawa, Tomohito
2014. The Influence of Intentional Reasoning on EFL Fluency Using Tasks. In Exploring EFL Fluency in Asia, ► pp. 143 ff.
This list is based on CrossRef data as of 30 december 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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