Název: Complexidade da tarefa: síntese de estudos na variável "± poucos elementos" da Hipótese da Cognição
Variantní název:
- Task complexity: synthesis of studies on the variable "± Few Elements" of the cognition hypothesis
Zdrojový dokument: Études romanes de Brno. 2021, roč. 42, č. 2, s. 249-280
Rozsah
249-280
-
ISSN1803-7399 (print)2336-4416 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/ERB2021-2-17
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/144457
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 artigo tem como objetivo apresentar uma síntese de estudos primários na área do Ensino de Línguas Baseado em Tarefas, dentro do quadro da Hipótese da Cognição de Robinson (2001, 2003, 2005, 2010, 2011, 2015), nomeadamente no que respeita ao impacto da variável "±poucos elementos" da dimensão "recurso-direção" no desempenho oral de tarefas em língua estrangeira. Segundo as premissas da Hipótese da Cognição, o aumento do número de elementos da tarefa resulta num discurso linguisticamente mais complexo, mais correto, mas menos fluente. Foram analisados treze estudos, realizados entre 2001 e 2018, tendo-se procedido a um tratamento quantitativo dos dados. A revisão destes estudos permitiu concluir que (i) a operacionalização das exigências da tarefa foi diversa; (ii) os informantes foram aprendentes de inglês na maioria dos trabalhos, tendo sido encontrado, apenas, um estudo relativo à produção oral em português como língua estrangeira; (iii) o efeito do aumento do número de elementos da tarefa foi significativo ao nível da diversidade lexical e menos evidente nas restantes dimensões do desempenho oral em língua estrangeira. Na discussão dos resultados, problematizam-se algumas questões metodológicas consideradas pertinentes para investigação futura. Espera-se que este trabalho suscite novas contribuições na pesquisa do ELBT, nomeadamente em relação ao português, e possibilite a tomada de decisões pedagógico-didáticas informadas.
This paper presents a synthesis of primary studies in the field of Task-Based Language Teaching (TBLT), within Robinson's (2001, 2003, 2005, 2010, 2011, 2015) Cognition Hypothesis, more specifically on the impact of the "± few elements" resource-directing variable on the oral performance in foreign language. The Cognition Hypothesis claims that increasing the number of elements of a task will lead to a more complex and accurate speech but with a negative impact on fluency. Thirteen studies conducted between 2001 and 2018 were included in a quantitative analysis. The results of this review showed that: (i) the operationalisation of task complexity was diverse across studies; (ii) the target language was mainly English, and there was one study on the oral performance in Portuguese as a Foreign Language; (iii) the effects of increasing the number of elements of a task were significant in respect to lexical diversity, but less clear in respect to linguistic complexity and fluency. Some methodological issues are discussed for prospective studies. This work may encourage new research in the TBLT field, namely in respect to Portuguese, and may also inform teachers for pedagogical decisions.
Reference
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[2] Bulté, B.; & Housen, A. (2012). Defining and operationalizing L2 complexity. In A. Housen, F. Kuiken, & I. Vedder, (Eds.), Dimensions of L2 Performance and Proficiency: Complexity, Accuracy and Fluency in SLA (pp. 21–46). Amsterdam: John Benjamins.
[3] Conselho da Europa. (2001). Quadro Europeu Comum de Referência para as Línguas. Aprendizagem, Ensino, Avaliação. Porto: Edições ASA.
[4] Foster, P.; Tonkyn, A.; & Wigglesworth, G. (2000). Measuring Spoken Language: A Unit for All Reasons. Applied Linguistics, 21, 3, 354–375. | DOI 10.1093/applin/21.3.354
[5] Gilabert, R. (2005). Task Complexity and L2 Oral Narrative Production. Tese de Doutoramento (não publicada). Universidade de Barcelona, Espanha.
[6] Kuiken, F.; & Vedder, I. (2011). Task complexity and linguistic performance in L2 writing and speaking: The effect mode. In P. Robinson (Ed.), Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance (pp. 91–104). Amsterdam: John Benjamins.
[7] 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). Universidade de Barcelona, Espanha.
[8] Levkina, M.; & Gilabert, R. (2012). The effects of task complexity on L2 oral production. In A. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 Performance and Proficiency: Complexity, Accuracy and Fluency in SLA (pp. 171–197). Amsterdam: John Benjamins.
[9] Long, M. (2015). Second Language Acquisition and Task-Based Language Teaching. Malden, MA: Willey Blackwell.
[10] Malicka, A. (2014). The role of Task Complexity and Task Sequencing in L2 Monologic Oral Production. Tese de Doutoramento (não publicada). Universidade de Barcelona, Espanha.
[11] 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.
[12] Michel, M. (2017). Complexity, Accuracy, and Fluency in L2 Production. In S. Loewen, & M. Sato, (Eds.), The Routledge Handbook of Instructed Second Language Acquisition, (pp. 50–68). New York: Routledge.
[13] Michel, M. C. (2011). Effects of task complexity and interaction in L2 performance. In P. Robinson (Ed.), Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance (pp. 141–173). Amsterdam: John Benjamins.
[14] Michel, M. C.; Kuiken, F.; & Vedder, I. (2007). The influence of complexity in monologic versus dialogic tasks in Dutch L2. IRAL – International Review of Applied Linguistics in Language Teaching, 45, 241–259.
[15] Norris, J. M.; & Ortega, L. (2009). Towards an Organic Approach to Investigating CAF in Instructed SLA: The Case of Complexity. Applied Linguistics, 30, 4, 555–578. | DOI 10.1093/applin/amp044
[16] Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press.
[17] Oh, M.; & Lee, H. (2012). The Effects of Task Complexity and Task Condition on Learner Language. Korean Journal of Applied Linguistics, 28, 4, 39–71. | DOI 10.17154/kjal.2012.12.28.4.39
[18] Révész, A. (2011). Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. The Modern Language Journal, 95, 162–181. | DOI 10.1111/j.1540-4781.2011.01241.x
[19] 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. Robinson, P. (2001). Cognition and Second Language Instruction. Cambridge: Cambridge University Press. | DOI 10.1093/applin/amt039
[20] Révész, A. (2003). The Cognition Hypothesis, Task Design and Adult Task-Based Language Learning. Second Language Studies, 21, 2, 45–105.
[21] Révész, A. (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. | DOI 10.1515/iral.2005.43.1.1
[22] Révész, A. (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.
[23] Révész, A. (2011). Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance. Amsterdam: John Benjamins.
[24] Révész, A. (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.
[25] Santos, S. (2018a). 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. | DOI 10.22599/jesla.40
[26] Santos, S. (2018b). Desempenho oral de falantes de língua materna chinesa, aprendentes de português língua estrangeira: efeitos do aumento da complexidade cognitiva da tarefa. Dissertação de Doutoramento (não publicada). Macau: Universidade de Macau.
[27] 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.
[28] Sasayama, S. (2016). Is a "Complex" Task Really Complex? Validating the Assumption of Cognitive Task Complexity. The Modern Language Journal, 100, 1, 231–254. | DOI 10.1111/modl.12313
[29] Sasayama, S.; & Izumi, S. (2012). Effects of task complexity and pre-task planning on Japanese EFL learners' oral production. In A. Shehadeh, & C. A. Combe, (Eds.), Task-Based Language Teaching in Foreign Language Contexts: Research and implementation (pp. 23–42). Amsterdam: John Benjamins.
[30] Skehan, P. (1998). A Cognitive Approach to Learning Language. Oxford: Oxford University Press.
[31] Skehan, P. (2009). Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency and Lexis. Applied Linguistics, 30, 4, 510–532. | DOI 10.1093/applin/amp047
[32] Skehan, P. (2014). Processing Perspectives on Task Performance. Amsterdam: John Benjamins Publishing Company.
[33] Skehan, P. (2015). Limited Attention Capacity and Cognition: Two hypothesis regarding second language performance on tasks. In M. Bygate (Ed.), Domains and Directions in the Development of TBLT (pp. 123–155). Amsterdam: John Benjamins.
[34] Skehan, P. (2018). Second language task-based performance: theory, research, assessment. New York: Routledge.
[35] Xing, J.; & Luo, S. (2019). The effects of reasoning demands on Chinese EFL learners' oral performance and cognitive processes. In Z. Wen & M. Ahmadian (Eds), Researching L2 task performance and pedagogy in honour of Peter Skehan (pp. 153–182). Amsterdam: John Benjamins.