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Chapter 8. Task modality, communicative adequacy and CAF measures

The moderating role of task complexity
  • Olena Vasylets , Roger Gilabert and Rosa M. Manchón
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Writing and Language Learning
This chapter is in the book Writing and Language Learning

Abstract

In this study we looked into the learning affordances of task modalities as mediated by task complexity. A group of intermediate learners performed an argumentative task with two levels of complexity orally and in writing and their performance was rated for adequacy, and assessed in terms of the CAF (complexity, accuracy, and fluency) measures. In both oral and written modes, communicative success was found to be linked to lexical complexity and fluency. However, adequacy was associated with accuracy only in speech and with propositional complexity (idea units) only in writing. Task complexity did not moderate the links between communicative adequacy and the CAF dimensions. Based on these findings, implications for task design and for language-learning potential across modalities are drawn.

Abstract

In this study we looked into the learning affordances of task modalities as mediated by task complexity. A group of intermediate learners performed an argumentative task with two levels of complexity orally and in writing and their performance was rated for adequacy, and assessed in terms of the CAF (complexity, accuracy, and fluency) measures. In both oral and written modes, communicative success was found to be linked to lexical complexity and fluency. However, adequacy was associated with accuracy only in speech and with propositional complexity (idea units) only in writing. Task complexity did not moderate the links between communicative adequacy and the CAF dimensions. Based on these findings, implications for task design and for language-learning potential across modalities are drawn.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction
  4. Chapter 1. Writing and language learning 3
  5. Part I. Advances in theoretical perspectives
  6. Chapter 2. L2 writing and L2 learning: Transfer, self-regulation, and identities 29
  7. Chapter 3. A dual-process model of L1 writing processes 49
  8. Chapter 4. Toward an agenda for researching L2 writing and language learning 73
  9. Chapter 5. L2 writing-to-learn 95
  10. Part II. Advances in empirical research
  11. Chapter 6. The effects of task repetition across modalities and proficiency levels 121
  12. Chapter 7. Effects of task repetition with the aid of direct and indirect written corrective feedback 145
  13. Chapter 8. Task modality, communicative adequacy and CAF measures 183
  14. Chapter 9. A mixed-methods approach to exploring the L2 learning potential of writing versus speaking 207
  15. Chapter 10. Processing output during individual L2 writing tasks 231
  16. Chapter 11. Investigating the relationship between peer interaction and writing processes in computer-supported collaborative L2 writing 255
  17. Chapter 12. The meaning-making potential of collaborative L2 writing at tertiary level 281
  18. Chapter 13. Writing on history in a Content and Language Integrated Learning (CLIL) context 309
  19. Part III. Advances in future research agendas
  20. Chapter 14. An ISLA perspective on L2 learning through writing 335
  21. Chapter 15. Can writing facilitate the development of a richer vocabulary? 357
  22. Chapter 16. Can writing facilitate the development of grammatical competence? 381
  23. Coda
  24. Chapter 17. The language learning potential of L2 writing 405
  25. Index 427
https://doi.org/10.1075/lllt.56.08vas

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction
  4. Chapter 1. Writing and language learning 3
  5. Part I. Advances in theoretical perspectives
  6. Chapter 2. L2 writing and L2 learning: Transfer, self-regulation, and identities 29
  7. Chapter 3. A dual-process model of L1 writing processes 49
  8. Chapter 4. Toward an agenda for researching L2 writing and language learning 73
  9. Chapter 5. L2 writing-to-learn 95
  10. Part II. Advances in empirical research
  11. Chapter 6. The effects of task repetition across modalities and proficiency levels 121
  12. Chapter 7. Effects of task repetition with the aid of direct and indirect written corrective feedback 145
  13. Chapter 8. Task modality, communicative adequacy and CAF measures 183
  14. Chapter 9. A mixed-methods approach to exploring the L2 learning potential of writing versus speaking 207
  15. Chapter 10. Processing output during individual L2 writing tasks 231
  16. Chapter 11. Investigating the relationship between peer interaction and writing processes in computer-supported collaborative L2 writing 255
  17. Chapter 12. The meaning-making potential of collaborative L2 writing at tertiary level 281
  18. Chapter 13. Writing on history in a Content and Language Integrated Learning (CLIL) context 309
  19. Part III. Advances in future research agendas
  20. Chapter 14. An ISLA perspective on L2 learning through writing 335
  21. Chapter 15. Can writing facilitate the development of a richer vocabulary? 357
  22. Chapter 16. Can writing facilitate the development of grammatical competence? 381
  23. Coda
  24. Chapter 17. The language learning potential of L2 writing 405
  25. Index 427
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