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Yousefi, Mohammad Hossein, Rostami, Farzad, Amini, Davoud. (1399). The Effects of Task Complexity on Input-Driven Uptake of Salient Linguistic Features. , 8(1), 33-49. doi: 10.22049/jalda.2020.26733.1161
Mohammad Hossein Yousefi; Farzad Rostami; Davoud Amini. "The Effects of Task Complexity on Input-Driven Uptake of Salient Linguistic Features". , 8, 1, 1399, 33-49. doi: 10.22049/jalda.2020.26733.1161
Yousefi, Mohammad Hossein, Rostami, Farzad, Amini, Davoud. (1399). 'The Effects of Task Complexity on Input-Driven Uptake of Salient Linguistic Features', , 8(1), pp. 33-49. doi: 10.22049/jalda.2020.26733.1161
Yousefi, Mohammad Hossein, Rostami, Farzad, Amini, Davoud. The Effects of Task Complexity on Input-Driven Uptake of Salient Linguistic Features. , 1399; 8(1): 33-49. doi: 10.22049/jalda.2020.26733.1161

The Effects of Task Complexity on Input-Driven Uptake of Salient Linguistic Features

The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
مقاله 4، دوره 8، شماره 1، بهار و تابستان 2020، صفحه 33-49  XML اصل مقاله (111.41 K)
نوع مقاله: Research Articles
شناسه دیجیتال (DOI): 10.22049/jalda.2020.26733.1161
نویسندگان
Mohammad Hossein Yousefi email 1؛ Farzad Rostamiorcid 2؛ 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
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تعداد مشاهده مقاله: 319
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