The Role of Task Complexity and Working Memory Capacity in L2 Accuracy and Fluency (Research Article)

Document Type : Research Paper

Authors

1 Bu-Ali Sina University- Hamedan

2 Bu-Ali Sina university, Hamedan

10.22034/elt.2021.44767.2353

Abstract

This study explored the impact of task complexity on task performance of Iranian lower-intermediate and advanced language learners. It also investigated how working memory was related to task performance and mediated the influence of complexity conditions on language performance. Task complexity was operationalized by designing differing tasks along the +/- reasoning and the +/- few elements dimensions. Eighty Iranian EFL learners (40 lower-intermediate and 40 advanced) carried out argumentative tasks which differed in complexity level. Working memory capacity was measured by applying the Persian translation of Wechsler's (1987) working memory test, and task performance was measured in terms of accuracy and fluency. The results revealed that for lower-intermediate learners, task complexity led to decrease in accuracy in the complex tasks, while fluency was boosted in simple task condition. For advanced learners, task complexity resulted in improved accuracy, while fluency decreased in complex condition. The results of multivariate analyses revealed that learners' language performance in the complex group significantly differed from that of the simple group on the combined dependent variables for both lower-intermediate and advanced learners. There was no significant correlation between working memory and any performance measures.

Keywords

Main Subjects


Article Title [فارسی]

نقش پیچیدگی تکلیف و ظرفیت حافظه کوتاه مدت در صحت و سلاست زبان دوم

Abstract [فارسی]

این مطالعه به بررسی تأثیر پیچیدگی تکلیف بر عملکرد زبان آموزان ایرانی در دو سطح پیش-متوسطه و پیشرفته پرداخت. این مطالعه همچنین ارتباط حافظه کوتاه مدت با عملکرد را بررسی کرده و نقش واسطه ای حافظه کوتاه مدت را در تاثیر پیچیدگی تکلیف بر عملکرد زبان را سنجید. پیچیدگی تکلیف با طراحی تکلیف های متنوع در راستای +/- استدلال و +/- چند عنصره، عملیاتی شد. هشتاد زبان آموز ایرانی (40 نفر در سطح پیش-متوسطه و 40 نفر در سطح پیشرفته) تکلیف استدلالی را که از نظر پیچیدگی متفاوت بود انجام دادند. ظرفیت حافظه کوتاه مدت با بکار گیری ترجمه فارسی آزمون حافظه کوتاه مدت وکسلر (1987) اندازه گیری شد و همچنین صحت و سلاست انجام تکلیف ارزیابی شد. نتایج نشان داد که برای زبان آموزان سطح پیش-متوسطه، پیچیدگی بیشتر تکلیف منجر به کاهش صحت در تکلیف می شود، در حالی که سلاست در تکلیف ساده افزایش می یابد. برای زبان آموزان پیشرفته، پیچیدگی تکلیف منجر به بهبود صحت می شود، در حالی که سلاست در تکلیف پیچیده کاهش می یابد. نتایج آزمون چند متغیره(MANOVA) نشان می دهد که عملکرد زبان آموزان در گروه تکلیف پیچیده به طور قابل توجهی از گروه تکلیف ساده در متغیرهای ترکیبی وابسته برای زبان آموزان هر دو سطح پیش متوسطه و پیشرفته متفاوت است. هیچ رابطه معناداری بین حافظه کوتاه مدت و ارزیابی عملکرد یافت نشد.

Keywords [فارسی]

  • آموزش زبان تکلیف-محور
  • تکلیف استدلالی
  • پیچیدگی تکلیف
  • صحت
  • سلاست
  • حافظه کوتاه مدت
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