Trudność zadania komunikacyjnego a bogactwo leksykalne wypowiedzi uczniów

• Authors: Róg Tomasz

Title variants

EN

Task difficulty influences learners’ lexical complexity

• Conference: Sprawności i podsystemy w nauce języka obcego
• Languages of publication: PL

Abstracts

EN

Task-based language teaching has recently become a mainstream research area in second language acquisition studies. One of the underexplored areas is task design and its influence on the measures of complexity, accuracy, and fluency. While most previous research into task design focused on manipulating planning time, note-taking, or task familiarity, one of the promising lines of investigation is how task difficulty may also be conducive to L2 acquisition. Task difficulty is understood as the cognitive burden placed on a learner performing a task. In the current study learners of English as a foreign language (n=28) performed three differently designed oral communicative tasks of increasing difficulty: (1) a brainstorming task, (2) a sorting and ordering task, and (3) a problemsolving argumentative task. Task difficulty, i.e. having to employ higherorder thinking skills improved learners’ L2 lexical complexity as measured by lexical diversity, lexical density, and word-frequency counts.

Keywords

PL

podejście zadaniowe; trudność zadania; zróżnicowanie leksykalne; gęstość leksykalna; bogactwo leksykalne; kreatywność

EN

task-based language teaching; task difficulty; lexical diversity; lexical density; lexical complexity; creativity

• Publisher: Polskie Towarzystwo Neofilologiczne
• Journal: Neofilolog
• Year: 2021
• Issue: 56/2
• Pages: 337-356

Dates

published

2021-06-30

Contributors

author

Róg Tomasz

• Państwowa Uczelnia Stanisława Staszica w Pile

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Identifiers

DOI

http://dx.doi.org/10.14746/n.2021.56.2.11