Home Linguistics & Semiotics Chapter 12. Task-induced second language development
Chapter
Licensed
Unlicensed Requires Authentication

Chapter 12. Task-induced second language development

A micro-genetic study
  • Craig Lambert
View more publications by John Benjamins Publishing Company
Search
Researching L2 Task Performance and Pedagogy
This chapter is in the book Researching L2 Task Performance and Pedagogy

Abstract

The present study provides a fine-grained analysis of how a 22-year-old Japanese English learner (Miwako) structured and restructured her language resources across a sequence of tasks which progressively increased in referential demand. It provides a picture of how language was tailored to communicative task demands through performance. The method of microgenetic analysis employed (Siegler, 2006) considers fluctuations in variability as well as the path, rate and breadth of change in the form-to-function mappings used in completing the task. It also considers sources of variability and possible mechanisms of change. In so doing, the discussion focuses on the emergence of two language forms that allowed the speaker to complete the task more effectively and efficiently (relative clauses and comparative structures) and relates this developmental variation to general fluctuations in CALF. The results indicate that over the course of the task sequence the learner’s L2 use showed evidence of:(1) an initial state of stabilized language use in completing easy versions of the task, (2) the destabilization of these routine linguistic strategies and a period of high variability in response to increased referential demand, and (3) subsequent organization of novel linguistic strategies in response to repeated exposure to these increased demands. The analysis thus demonstrates how task-induced L2 variation related to local-level change in the language the speaker used. It also shows how the processes of change over approximately an hour of task performance were parallel to those that have been documented over months (Larsen-Freeman, 2006; Verspoor, Lowie & van Dijk, 2008; Spoelman & Verspoor, 2010). Finally, it was found that CALF provided a complementary perspective that was broadly consistent with the microgenetic analysis in this case but masked variables in task-induced L2 change that may confound findings in other cases.

Abstract

The present study provides a fine-grained analysis of how a 22-year-old Japanese English learner (Miwako) structured and restructured her language resources across a sequence of tasks which progressively increased in referential demand. It provides a picture of how language was tailored to communicative task demands through performance. The method of microgenetic analysis employed (Siegler, 2006) considers fluctuations in variability as well as the path, rate and breadth of change in the form-to-function mappings used in completing the task. It also considers sources of variability and possible mechanisms of change. In so doing, the discussion focuses on the emergence of two language forms that allowed the speaker to complete the task more effectively and efficiently (relative clauses and comparative structures) and relates this developmental variation to general fluctuations in CALF. The results indicate that over the course of the task sequence the learner’s L2 use showed evidence of:(1) an initial state of stabilized language use in completing easy versions of the task, (2) the destabilization of these routine linguistic strategies and a period of high variability in response to increased referential demand, and (3) subsequent organization of novel linguistic strategies in response to repeated exposure to these increased demands. The analysis thus demonstrates how task-induced L2 variation related to local-level change in the language the speaker used. It also shows how the processes of change over approximately an hour of task performance were parallel to those that have been documented over months (Larsen-Freeman, 2006; Verspoor, Lowie & van Dijk, 2008; Spoelman & Verspoor, 2010). Finally, it was found that CALF provided a complementary perspective that was broadly consistent with the microgenetic analysis in this case but masked variables in task-induced L2 change that may confound findings in other cases.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Series editors preface vii
  4. Acknowledgements ix
  5. Profile of Peter Skehan xi
  6. Foreword xxi
  7. Introduction and overview 1
  8. Part I. Underlying constructs and emerging perspectives
  9. Chapter 1. Task preparedness 15
  10. Chapter 2. Automaticity, fluency and second language task performance 39
  11. Chapter 3. Task motivation 53
  12. Chapter 4. The relationship between task motivation and L2 motivation 67
  13. Part II. Task complexity and performance
  14. Chapter 5. Unravelling cognitive task complexity 95
  15. Chapter 6. The effects of task demands on linguistic complexity and accuracy across task types and L1/L2 speakers 133
  16. Chapter 7. The effects of reasoning demands on Chinese EFL learners’ oral performance and cognitive processes 153
  17. Chapter 8. Peter Skehan’s influence in research on task difficulty 183
  18. Part III. Task pedagogy and L2 development
  19. Chapter 9. Strategic planning and repetition as metacognitive processes in task performance 199
  20. Chapter 10. Input-based tasks in the French language classroom 229
  21. Chapter 11. Task-readiness and L2 task performance across proficiency levels 253
  22. Chapter 12. Task-induced second language development 279
  23. Epilogue
  24. Chapter 13. Task-based analysis and the Competition Model 305
  25. List of contributors 317
  26. Index 325
https://doi.org/10.1075/tblt.13.13lam

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Series editors preface vii
  4. Acknowledgements ix
  5. Profile of Peter Skehan xi
  6. Foreword xxi
  7. Introduction and overview 1
  8. Part I. Underlying constructs and emerging perspectives
  9. Chapter 1. Task preparedness 15
  10. Chapter 2. Automaticity, fluency and second language task performance 39
  11. Chapter 3. Task motivation 53
  12. Chapter 4. The relationship between task motivation and L2 motivation 67
  13. Part II. Task complexity and performance
  14. Chapter 5. Unravelling cognitive task complexity 95
  15. Chapter 6. The effects of task demands on linguistic complexity and accuracy across task types and L1/L2 speakers 133
  16. Chapter 7. The effects of reasoning demands on Chinese EFL learners’ oral performance and cognitive processes 153
  17. Chapter 8. Peter Skehan’s influence in research on task difficulty 183
  18. Part III. Task pedagogy and L2 development
  19. Chapter 9. Strategic planning and repetition as metacognitive processes in task performance 199
  20. Chapter 10. Input-based tasks in the French language classroom 229
  21. Chapter 11. Task-readiness and L2 task performance across proficiency levels 253
  22. Chapter 12. Task-induced second language development 279
  23. Epilogue
  24. Chapter 13. Task-based analysis and the Competition Model 305
  25. List of contributors 317
  26. Index 325
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 14.9.2025 from https://www.degruyterbrill.com/document/doi/10.1075/tblt.13.13lam/html
Scroll to top button