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정주경 한국영어교육학회 2017 ENGLISH TEACHING(영어교육) Vol.72 No.4
The influence of task complexity on second language (L2) writing performance has been researched near-exclusively in relation to the linguistic complexity of the learners’ written products, while only limited attention has been paid to the online writing processes. In order to fill this gap, the present study focused on the effects of task demands on writing processes as reflected in keystrokes. Forty-four L1 Korean speakers were randomly assigned to either simple or complex condition, and asked to write an argumentative essay. For the simple condition, content support was provided, whereas no such additional information was provided for the complex condition. During the writing task, participants’ entire keystroke loggings were recorded, and analyzed in terms of fluency, pausing, and revision behaviors. The lexical and syntactic complexity of the written products was also analyzed and compared between the two task conditions. The results indicated that greater task demands significantly increased the number of pauses and revisions, while having negative influence on fluency. Also, lexical rarity and phrasal complexity decreased under the complex condition. The results are discussed with respect to fuller understanding of the task-based approach to L2 writing.
Effects of Task Complexity on L2 Reading and L2 Learning
정주경 한국영어교육학회 2016 ENGLISH TEACHING(영어교육) Vol.71 No.4
Task-based language teaching (TBLT) has propelled much research into how task type, condition, or demand affects L2 learners’ linguistic performance and language learning. To date, however, TBLT has mainly been researched in connection with learners’ production, while its applicability to L2 reading has largely been unattended to. To fill this gap, the present study explored whether and how cognitive complexity of L2 reading tasks would affect L2 English reading comprehension and learning of target L2 constructions contained in the texts. The study employed a pretest, posttest, delayed-posttest design with two treatment sessions. The target features were 17 English unaccusative verbs and ten pseudowords. Participants included 52 Korean college students learning L2 English who were randomly assigned to either – or + complex condition. Reading comprehension was measured with 14 multiple-choice items for each text, and learning of the target constructions was assessed with a grammaticality judgment test and word form and meaning recognition tests. The results of mixed-effects modeling indicated that increased task complexity had limited effects on reading comprehension scores as well as learning of the target unaccusative verbs. Also, task complexity had significant negative effects on vocabulary form recognition scores in the delayed posttest. The results are discussed in relation to models of task-based learning and L2 reading.
Socio-cognitive Functions of Collaborative Interaction Among L2 Learners
정주경 한국응용언어학회 2005 응용 언어학 Vol.21 No.2
The purpose of this study was to prove that language use during collaborative writing could facilitate L2 learning. Data came from ten Korean elementary school students carrying out an English writing task in pairs. According to the variation of task performance, one pair was selected for qualitative analysis of the language-related episodes isolated from their conversations to observe their cognitive processes. During the task, students used their language to orient themselves into the given task and to provide assistance to each other. Also, from production of private speech, students' cognitive endeavors to solve the encountered linguistic problems were observed. The dialogue discussed provides evidence of language use as both an enactment of mental processes and an occasion for L2 learning.
Relative Roles of Grammar and Vocabulary in Different L2 Reading Tasks
정주경 한국영어교육학회 2012 ENGLISH TEACHING(영어교육) Vol.67 No.1
This paper explored the relative roles of grammar and vocabulary in different L2 reading tasks, i.e., scanning and receptive reading. The participants involved 14 advanced and 14 intermediate adult ESL learners with diverse L1 backgrounds, enrolling at a university-affiliated language institute. For the scanning task, the participants were asked to read two English articles and highlight each occurrence of a key word given at the outset for each article. For the receptive reading task, the participants read another two articles for comprehending and remembering the content and to answer 7 multiple-choice comprehension questions for each article. Additionally, the participants completed a 35-item multiple-choice grammar test and a 20-item multiple-choice vocabulary test. The results of a multiple regression analysis revealed that relative importance of vocabulary and grammar varied depending on the types L2 reading task.