Title of article
The Effects of Task Complexity on Input-Driven Uptake of Salient Linguistic Features
Author/Authors
Yousefi, Mohammad Hossein Department of English Language - Islamic Azad University Bonab Branch, Bonab , Rostami, Farzad Department of English Language - Islamic Azad University Bonab Branch, Bonab , Amini, Davoud Department of English Language and Literature - Azarbaijan Shahid Madani University, Tabriz
Pages
17
From page
33
To page
49
Abstract
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.
Keywords
Task Complexity , The Cognition Hypothesis , Learner Uptake , Interlanguage Development
Journal title
Journal of Applied Linguistics and Applied Literature: Dynamics and Advances
Serial Year
2020
Record number
2523964
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