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>
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
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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 researchinvestigated the oral performance of Turkish and Moroccan learners of Dutchas a second language (L2). Three empirical studies investigate the claimsof the Cognition Hypothesis (Robinson 2005, 2007, 2010) that a higher taskcomplexity would induce more accurate and more complex linguisticperformance. Furthermore, the research manipulated interaction, that isparticipants performed simple and complex tasks either on their own or inpairs. As hardly any effects of an increased task complexity on L2performance was attested, the research does not give support for Robinson'shypothesis. In contrast, learners showed more complex, accurate, and morefluent performances in dialogic tasks than when acting on their own. Thisfinding holds for a pair of L2 learners who both are at an intermediatelevel of their second language. An important practical implication of thisresearch is related to language testing. Most of the time, L2 learners aretested individually. This research suggests, however, that testing in pairsmay give second language learners more chances to show their L2 competence.
Page Updated: 28-Jun-2011
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