Chapter 12. Examining the influence of intentional reasoning demands on learner perceptions of task difficulty and L2 monologic speech
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Tomohito Ishikawa
Abstract
The present study examined the effect of manipulating intentional reasoning (IR) demands on learner perceptions of task difficulty from multiple perspectives. More specifically, the following issues were addressed: (1) the effect of IR on learner perceptions of task difficulty; (2) the relative importance of the learner’s individual differences in performing different tasks; and (3) relationships between perceptions of task difficulty and various second language (L2) production measures. Twenty four Japanese college students participated in the experiment and each performed three monologic tasks that differed in IR demands (i.e., no-reasoning, simple-reasoning, and complex-reasoning tasks). The results indicated that: (1) increasing IR demands affected learner perceptions of task difficulty in a way that more complex tasks were likely to be perceived more difficult and interesting; (2) the number of significant correlations between learner perceptions of task difficulty and L2 production measures tended to increase as task demands were increased; and (3) the lexical variation measure employed correlated with learner perceptions of task difficulty in a complex way as task demands were increased, while other measures showed rather stable patterns.
Abstract
The present study examined the effect of manipulating intentional reasoning (IR) demands on learner perceptions of task difficulty from multiple perspectives. More specifically, the following issues were addressed: (1) the effect of IR on learner perceptions of task difficulty; (2) the relative importance of the learner’s individual differences in performing different tasks; and (3) relationships between perceptions of task difficulty and various second language (L2) production measures. Twenty four Japanese college students participated in the experiment and each performed three monologic tasks that differed in IR demands (i.e., no-reasoning, simple-reasoning, and complex-reasoning tasks). The results indicated that: (1) increasing IR demands affected learner perceptions of task difficulty in a way that more complex tasks were likely to be perceived more difficult and interesting; (2) the number of significant correlations between learner perceptions of task difficulty and L2 production measures tended to increase as task demands were increased; and (3) the lexical variation measure employed correlated with learner perceptions of task difficulty in a complex way as task demands were increased, while other measures showed rather stable patterns.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Acknowledgements ix
- Series editors’ preface to Volume 2 xi
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Part 1. Cognition, task complexity, language learning, and performance
- Chapter 1. Second language task complexity, the Cognition Hypothesis, language learning, and performance 3
- Chapter 2. Speech production and the Cognition Hypothesis 39
- Chapter 3. Corpus-driven methods for assessing accuracy in learner production 61
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Part 2. Researching the effects of task complexity across task types and modes of L2 performance
- Chapter 4. Task complexity and linguistic performance in L2 writing and speaking 91
- Chapter 5. Manipulating task complexity across task types and modes 105
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Part 3. Researching the effects of task complexity on L2 interaction, modified output, and uptake
- Chapter 6. Effects of task complexity and interaction on L2 performance 141
- Chapter 7. Task complexity, modified output, and L2 development in learner–learner interaction 175
- Chapter 8. Task complexity, uptake of recasts, and L2 development 203
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Part 4. Researching the influence of learner characteristics and perceptions on simple and complex L2 task performance
- Chapter 9. When individual differences come into play 239
- Chapter 10. Working memory capacity and narrative task performance 267
- Chapter 11. Task complexity, language anxiety, and the development of the simple past 287
- Chapter 12. Examining the influence of intentional reasoning demands on learner perceptions of task difficulty and L2 monologic speech 307
- Author index 331
- Subject index 337
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Acknowledgements ix
- Series editors’ preface to Volume 2 xi
-
Part 1. Cognition, task complexity, language learning, and performance
- Chapter 1. Second language task complexity, the Cognition Hypothesis, language learning, and performance 3
- Chapter 2. Speech production and the Cognition Hypothesis 39
- Chapter 3. Corpus-driven methods for assessing accuracy in learner production 61
-
Part 2. Researching the effects of task complexity across task types and modes of L2 performance
- Chapter 4. Task complexity and linguistic performance in L2 writing and speaking 91
- Chapter 5. Manipulating task complexity across task types and modes 105
-
Part 3. Researching the effects of task complexity on L2 interaction, modified output, and uptake
- Chapter 6. Effects of task complexity and interaction on L2 performance 141
- Chapter 7. Task complexity, modified output, and L2 development in learner–learner interaction 175
- Chapter 8. Task complexity, uptake of recasts, and L2 development 203
-
Part 4. Researching the influence of learner characteristics and perceptions on simple and complex L2 task performance
- Chapter 9. When individual differences come into play 239
- Chapter 10. Working memory capacity and narrative task performance 267
- Chapter 11. Task complexity, language anxiety, and the development of the simple past 287
- Chapter 12. Examining the influence of intentional reasoning demands on learner perceptions of task difficulty and L2 monologic speech 307
- Author index 331
- Subject index 337
