LINGUIST List 22.2684 Tue Jun 28 2011 Diss: Applied Ling/Lang Acq: Michel: 'Cognitive and Interactive ...' Editor for this issue: Mfon Udoinyang <mfonlinguistlist.org> To post to LINGUIST, use our convenient web form at http://linguistlist.org/LL/posttolinguist.cfm. Directory         1.     Marije Michel , Cognitive and Interactive Aspects of Task-based Performance in Dutch as a Second Language Message 1: Cognitive and Interactive Aspects of Task-based Performance in Dutch as a Second Language Date: 28-Jun-2011 From: Marije Michel <micheluni-mannheim.de> Subject: Cognitive and Interactive Aspects of Task-based Performance in Dutch as a Second Language E-mail this message to a friend Institution: University of Amsterdam Program: Amsterdam Center for Language and Communication Dissertation Status: Completed Degree Date: 2011 Author: Marije Michel Dissertation Title: Cognitive and Interactive Aspects of Task-based Performance in Dutch as a Second Language Dissertation URL: http://dare.uva.nl/record/369312 Linguistic Field(s): Applied Linguistics                             Language Acquisition Dissertation Director: Folkert Kuiken Peter Robinson Ineke Vedder Dissertation Abstract: Within the framework of task-based language pedagogy this research investigated the oral performance of Turkish and Moroccan learners of Dutch as a second language (L2). Three empirical studies investigate the claims of the Cognition Hypothesis (Robinson 2005, 2007, 2010) that a higher task complexity would induce more accurate and more complex linguistic performance. Furthermore, the research manipulated interaction, that is participants performed simple and complex tasks either on their own or in pairs. As hardly any effects of an increased task complexity on L2 performance was attested, the research does not give support for Robinson's hypothesis. In contrast, learners showed more complex, accurate, and more fluent performances in dialogic tasks than when acting on their own. This finding holds for a pair of L2 learners who both are at an intermediate level of their second language. An important practical implication of this research is related to language testing. Most of the time, L2 learners are tested individually. This research suggests, however, that testing in pairs may give second language learners more chances to show their L2 competence. Read more issues|LINGUIST home page|Top of issue Page Updated: 28-Jun-2011       About LINGUIST    |   Contact Us       While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed on its pages, it cannot vouch for their contents.