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The Effects of Task Complexity on Input-Driven Uptake of Salient Linguistic Features | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 4، دوره 8، شماره 1 - شماره پیاپی 15، تیر 2020، صفحه 33-49 اصل مقاله (111.41 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2020.26733.1161 | ||
| نویسندگان | ||
| Mohammad Hossein Yousefi* 1؛ Farzad Rostami2؛ Davoud Amini3 | ||
| 1Assistant Professor of TEFL, Department of English Language, Bonab Branch, Islamic Azad University, Bonab, Iran | ||
| 2PhD candidate in Applied Linguistics, Department of English Language, Bonab Branch, Islamic Azad University, Bonab, Iran | ||
| 3Assistant Professor of TEFL, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran | ||
| چکیده | ||
| The present study investigated the effects of cognitive complexity of pedagogical tasks on the learners’ uptake of salient features in the input. For the purpose of data collection, three versions of a decision-making task (simple, mid, and complex) were employed. Three intact classes (each 20 language learners) were randomly assigned to three groups. Each group transacted a version of a decision-making task in dyadic condition. The results of the statistical analysis (one-way ANOVA) revealed significant differences among the groups. The participants in complex group tended to produce more uptakes. The results of the present study revealed that manipulating cognitive complexity of pedagogical tasks led to more uptake of the linguistic items made salient by the teacher and triggered much interaction between the participants. The study, also, has a number of theoretical and pedagogical implications for SLA researchers and syllabus designers. | ||
| کلیدواژهها | ||
| Task Complexity؛ The Cognition Hypothesis؛ Learner Uptake؛ Interlanguage Development | ||
| مراجع | ||
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