Název: Efeitos da manipulação da complexidade da tarefa na perceção da dificuldade da tarefa e em variáveis afetivas na aprendizagem de português língua estrangeira
Variantní název:
- Effects of manipulating task complexity on the perception of task difficulty and on affective variables in Portuguese as a foreign language learning
Zdrojový dokument: Études romanes de Brno. 2023, roč. 44, č. 2, s. 305-322
Rozsah
305-322
-
ISSN1803-7399 (print)2336-4416 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/ERB2023-2-19
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.78724
Type: Článek
Jazyk
Licence: CC BY-SA 4.0 International
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Este estudo teve como objetivo investigar os efeitos do aumento das exigências cognitivas de uma tarefa na perceção da sua dificuldade e em quatro variáveis afetivas (ansiedade, confiança, interesse e motivação). Neste trabalho, participaram 39 aprendentes universitários chineses de português como língua estrangeira. Numa ordem contrabalançada, todos os aprendentes realizaram duas tarefas monológicas orais de transmissão de informação. Partindo da Hipótese da Cognição de Robinson (2001, 2003, 2005, 2007, 2010, 2011, 2015, 2022a, 2022b), manipularam-se a variável "± poucos elementos" da dimensão "recurso direção" e a variável "± tempo de planeamento" da dimensão "recurso-dispersão". Depois da realização de cada tarefa (tarefa simples/ tarefa complexa), foi aplicado um questionário de variáveis afetivas numa escala de Likert. Os resultados demonstraram que o aumento do número de elementos da tarefa (i) se relacionou com a perceção da dificuldade da tarefa, pois a tarefa complexa foi considerada mais difícil do que a tarefa simples, e (ii) teve um impacto negativo na confiança dos aprendentes. Os dados da variável "recurso-dispersão" evidenciaram um efeito positivo no interesse dos aprendentes, decorrente da remoção do tempo de planeamento da tarefa. Estes resultados sugerem que o aumento da complexidade da tarefa, isto é, a aproximação à autenticidade da tarefa alvo, não resultou na perda de interesse ou motivação dos aprendentes de PLE. Discutem-se implicações pedagógicas decorrentes desta investigação.
This study aims to investigate the effects of increasing the cognitive demands of a task on the perception of task difficulty and on four affective variables (anxiety, confidence, interest and motivation). Thirty-nine Chinese university learners of Portuguese as a foreign Language participated in this research work. All participants performed two monologic information-giving oral tasks. The order of the tasks was counterbalanced. Within Robinson's (2001, 2003, 2005, 2007, 2010, 2011, 2015, 2022a, 2022b) Cognition Hypothesis, two independent variables were chosen: a resource-directing variable ('± few elements') and a resource-dispersing variable ('± planning time'). Learners were asked to answer an affective variable questionnaire in a Likert scale after performing each version of the task (simple task/ complex task). Increasing the elements of a task led to (i) an interaction between task complexity/ difficulty, as the complex task was perceived as more difficult than the simple task, and (ii) a negative impact on learners' confidence. Increasing task demands along resource-dispersing dimensions had positive effects on learners' interest. These findings suggest that as tasks' demands increase, there is no loss of interest or motivation to perform the task. Pedagogical implications are discussed.
Reference
[1] Conselho da Europa. (2001). Quadro Europeu Comum de Referência para as Línguas. Aprendizagem, Ensino, Avaliação. Porto: Edições ASA.
[2] Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.
[3] Ellis, R. (2004). Individual Differences in Second Language Learning. In A. Davies, & C. Elder (Eds.), The Handbook of Applied Linguistics (pp. 525-551). UK: Wiley-Blackwell.
[4] Ellis, R.; & Shintani, N. (2014). Exploring Language Pedagogy through Second Language Acquisition Research. New York: Routledge.
[5] Ellis, R.; Skehan, P.; Li, S.; Shintani, N.; & Lambert, C. (2020). Task-Based Language Teaching: Theory and Practice. Cambridge: Cambridge University Press.
[6] Gilabert, R. (2005). Task Complexity and L2 Oral Narrative Production. Tese de Doutoramento (não publicada). Universidade de Barcelona, Espanha.
[7] Gilabert, R. (2007). Effects of manipulating task complexity on self-repairs during L2 oral production. IRAL – International Review of Applied Linguistics in Language Teaching, 45, 215-240.
[8] Graumann, J.W. P. (2009). The effects of +/– reasoning demands on L2 oral production during a decision-making task. Unpublished Master Dissertation. University of Barcelona, Spain.
[9] Graumann, J.W. P. (2016). Task complexity as mediated by proficiency, working memory and attention: Competition for cognitive resources during L2 oral task performance. Unpublished PhD Dissertation. University of Barcelona, Spain.
[10] Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
[11] Larson-Hall, J. (2010). A Guide to Doing Statistics in Second Language Research Using SPSS. New York: Routledge.
[12] Levkina, M. (2008). The effects of increasing cognitive task complexity along [+/– planning Time] and [+/– few Elements] on L2 oral production. Tese de Mestrado (não publicada). University of Barcelona, Spain.
[13] Levkina, M. (2013). The role of task sequencing in L2 development as mediated by working memory capacity. Unpublished PhD Dissertation. University of Barcelona, Spain.
[14] Li, S.; Hiver, P.; & Papi, M. (2022). The Routledge Handbook of Second Language Acquisition and Individual Differences. New York: Routledge.
[15] Loewen, S.; & Plonsky, L. (2016). An A-Z of Applied Linguistics Research Methods. London: Palgrave Macmillan.
[16] Loewen, S.; & Reinders, H. (2011). Key Concepts in Second Language Acquisition. London: Palgrave Macmillan.
[17] Malicka, A. (2014). The role of Task Complexity and Task Sequencing in L2 Monologic Oral Production. Tese de Doutoramento (não publicada), University of Barcelona, Spain.
[18] Malicka, A.; & Levkina, M. (2012). Measuring task complexity: Does EFL proficiency matter? In A. Shehadeh, & C. A. Combe, (Eds.), Task-Based Language Teaching in Foreign Language Contexts: Research and implementation (pp. 43-66). Amsterdam: John Benjamins.
[19] Maroco, J. (2003). Análise Estatística com utilização do SPSS. Lisboa: Edicões Sílabo.
[20] Révész, A. (2011). Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. The Modern Language Journal, 95, 162-181.
[21] Révész, A. (2014). Towards a Fuller Assessment of Cognitive Models of Task-Based Learning: Investigating Task-Generated Cognitive Demands and Processes. Applied Linguistics, 35, 1, 87-92.
[22] Robinson, P. (2001). Cognition and Second Language Instruction. Cambridge: Cambridge University Press.
[23] Robinson, P. (2003). The Cognition Hypothesis, Task Design and Adult Task-Based Language Learning. Second Language Studies, 21, 2, 45-105.
[24] Robinson, P. (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. IRAL – International Review of Applied Linguistics in Language Teaching, 43, 1-32.
[25] Robinson, P. (2007). Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. IRAL – International Review of Applied Linguistics in Language Teaching, 45, 193-213.
[26] Robinson, P. (2010). Situation and distributing cognition across task demands: The SSARC model of pedagogic task sequencing. In M. Putz, & L. Sicola, (Eds.), Cognitive processing in second language acquisition: Inside the learner's mind (pp. 243-268). Amsterdam: John Benjamins.
[27] Robinson, P. (2011). Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance. Amsterdam: John Benjamins.
[28] Robinson, P. (2015). Cognition Hypothesis, second language task demands and the SSARC model of pedagogic task sequencing. In M. Bygate (Ed.), Domains and Directions in the Development of TBLT (pp. 87-121). Amsterdam: John Benjamins.
[29] Robinson, P. (2022a). The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model: An Instructional Desgin Theory of Pedagogic Task Sequencing. In M. J. Ahmadian, & M. H. Long (Eds.), The Cambridge Handbook of Task-Based Language Teaching (pp. 205-225). Cambridge: Cambridge University Press.
[30] Robinson, P. (2022b). The Cognition Hypothesis and individual difference factors. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge Handbook of Second Language Acquisition and Individual Differences (pp. 3-33), Chapter 1, Individual Differences in Second Language Acquisition: Theories, Research, and Pedagogy. New York: Routledge.
[31] Santos, S. (2018). Effects of task complexity on the oral production of Chinese learners of Portuguese as a foreign language, Journal of the European Second Language Association 2, 1, 49–62.
[32] Santos, S. (2021), Complexidade linguística e correção no desempenho oral de uma tarefa argumentativa, Moderna Sprak, 1, 37–55.
[33] Sasayama, S. (2015). Validating the Assumed Relationship between Task Design, Cognitive Complexity, and Second Language Task Performance. Tese de Doutoramento (não publicada). University of Georgetown, Washington.
[34] Sasayama, S. (2016). Is a "Complex" Task Really Complex? Validating the Assumption of Cognitive Task Complexity. The Modern Language Journal, 100, 1, 231-254.
[35] Woodrow, L. (2014). Writing about Quantitative Research in Applied Linguistics. London: Palgrave Macmillan.
[2] Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.
[3] Ellis, R. (2004). Individual Differences in Second Language Learning. In A. Davies, & C. Elder (Eds.), The Handbook of Applied Linguistics (pp. 525-551). UK: Wiley-Blackwell.
[4] Ellis, R.; & Shintani, N. (2014). Exploring Language Pedagogy through Second Language Acquisition Research. New York: Routledge.
[5] Ellis, R.; Skehan, P.; Li, S.; Shintani, N.; & Lambert, C. (2020). Task-Based Language Teaching: Theory and Practice. Cambridge: Cambridge University Press.
[6] Gilabert, R. (2005). Task Complexity and L2 Oral Narrative Production. Tese de Doutoramento (não publicada). Universidade de Barcelona, Espanha.
[7] Gilabert, R. (2007). Effects of manipulating task complexity on self-repairs during L2 oral production. IRAL – International Review of Applied Linguistics in Language Teaching, 45, 215-240.
[8] Graumann, J.W. P. (2009). The effects of +/– reasoning demands on L2 oral production during a decision-making task. Unpublished Master Dissertation. University of Barcelona, Spain.
[9] Graumann, J.W. P. (2016). Task complexity as mediated by proficiency, working memory and attention: Competition for cognitive resources during L2 oral task performance. Unpublished PhD Dissertation. University of Barcelona, Spain.
[10] Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
[11] Larson-Hall, J. (2010). A Guide to Doing Statistics in Second Language Research Using SPSS. New York: Routledge.
[12] Levkina, M. (2008). The effects of increasing cognitive task complexity along [+/– planning Time] and [+/– few Elements] on L2 oral production. Tese de Mestrado (não publicada). University of Barcelona, Spain.
[13] Levkina, M. (2013). The role of task sequencing in L2 development as mediated by working memory capacity. Unpublished PhD Dissertation. University of Barcelona, Spain.
[14] Li, S.; Hiver, P.; & Papi, M. (2022). The Routledge Handbook of Second Language Acquisition and Individual Differences. New York: Routledge.
[15] Loewen, S.; & Plonsky, L. (2016). An A-Z of Applied Linguistics Research Methods. London: Palgrave Macmillan.
[16] Loewen, S.; & Reinders, H. (2011). Key Concepts in Second Language Acquisition. London: Palgrave Macmillan.
[17] Malicka, A. (2014). The role of Task Complexity and Task Sequencing in L2 Monologic Oral Production. Tese de Doutoramento (não publicada), University of Barcelona, Spain.
[18] Malicka, A.; & Levkina, M. (2012). Measuring task complexity: Does EFL proficiency matter? In A. Shehadeh, & C. A. Combe, (Eds.), Task-Based Language Teaching in Foreign Language Contexts: Research and implementation (pp. 43-66). Amsterdam: John Benjamins.
[19] Maroco, J. (2003). Análise Estatística com utilização do SPSS. Lisboa: Edicões Sílabo.
[20] Révész, A. (2011). Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. The Modern Language Journal, 95, 162-181.
[21] Révész, A. (2014). Towards a Fuller Assessment of Cognitive Models of Task-Based Learning: Investigating Task-Generated Cognitive Demands and Processes. Applied Linguistics, 35, 1, 87-92.
[22] Robinson, P. (2001). Cognition and Second Language Instruction. Cambridge: Cambridge University Press.
[23] Robinson, P. (2003). The Cognition Hypothesis, Task Design and Adult Task-Based Language Learning. Second Language Studies, 21, 2, 45-105.
[24] Robinson, P. (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. IRAL – International Review of Applied Linguistics in Language Teaching, 43, 1-32.
[25] Robinson, P. (2007). Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. IRAL – International Review of Applied Linguistics in Language Teaching, 45, 193-213.
[26] Robinson, P. (2010). Situation and distributing cognition across task demands: The SSARC model of pedagogic task sequencing. In M. Putz, & L. Sicola, (Eds.), Cognitive processing in second language acquisition: Inside the learner's mind (pp. 243-268). Amsterdam: John Benjamins.
[27] Robinson, P. (2011). Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance. Amsterdam: John Benjamins.
[28] Robinson, P. (2015). Cognition Hypothesis, second language task demands and the SSARC model of pedagogic task sequencing. In M. Bygate (Ed.), Domains and Directions in the Development of TBLT (pp. 87-121). Amsterdam: John Benjamins.
[29] Robinson, P. (2022a). The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model: An Instructional Desgin Theory of Pedagogic Task Sequencing. In M. J. Ahmadian, & M. H. Long (Eds.), The Cambridge Handbook of Task-Based Language Teaching (pp. 205-225). Cambridge: Cambridge University Press.
[30] Robinson, P. (2022b). The Cognition Hypothesis and individual difference factors. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge Handbook of Second Language Acquisition and Individual Differences (pp. 3-33), Chapter 1, Individual Differences in Second Language Acquisition: Theories, Research, and Pedagogy. New York: Routledge.
[31] Santos, S. (2018). Effects of task complexity on the oral production of Chinese learners of Portuguese as a foreign language, Journal of the European Second Language Association 2, 1, 49–62.
[32] Santos, S. (2021), Complexidade linguística e correção no desempenho oral de uma tarefa argumentativa, Moderna Sprak, 1, 37–55.
[33] Sasayama, S. (2015). Validating the Assumed Relationship between Task Design, Cognitive Complexity, and Second Language Task Performance. Tese de Doutoramento (não publicada). University of Georgetown, Washington.
[34] Sasayama, S. (2016). Is a "Complex" Task Really Complex? Validating the Assumption of Cognitive Task Complexity. The Modern Language Journal, 100, 1, 231-254.
[35] Woodrow, L. (2014). Writing about Quantitative Research in Applied Linguistics. London: Palgrave Macmillan.