Chapter 3. Prior knowledge and second language task production in text chat
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Rebecca Adams
Abstract
The Cognition Hypothesis framed by Robinson (2001; 2003; 2005) has generated a large body of research on how varying task complexity may influence second language (L2) production and learning opportunities; however, most of these studies were conducted in a face-to-face setting (e.g. Gilabert 2007; Gilabert, Baron & Llanes 2009; Kim 2009; Michel, Kuiken & Vedder 2007; Nuevo 2006; Nuevo, Adams & Ross-Feldman 2011). As computer-mediated communication becomes more pervasive in educational contexts, research that extends current understandings of principles of second language learning is increasingly important to help learners and teachers understand how best to make use of this technology to promote specific learning goals (see Kern 2006). The role of task complexity in computer-mediated environments may be particularly important, as this may influence how learners commit attentional resources to language processing during communication (Robinson 2005; Skehan 1998). This study examines the role of one task complexity factor, prior knowledge, on second language production in text-based chat. Analysis of the language produced by first language Malay engineering students engaged in text-based chat group tasks in English indicated that prior knowledge of the task subject area had a limited effect on the complexity and accuracy of language production. We conclude with a critical discussion of the applicability of the Cognition Hypothesis to task-based communication via text chat. We also provide suggestions for how L2 tasks can be implemented in computer-mediated contexts in order to promote attention to form, noting that considering language production and learning in CMC tasks challenges task-based theories and requires transformation of research methods and analysis.
Abstract
The Cognition Hypothesis framed by Robinson (2001; 2003; 2005) has generated a large body of research on how varying task complexity may influence second language (L2) production and learning opportunities; however, most of these studies were conducted in a face-to-face setting (e.g. Gilabert 2007; Gilabert, Baron & Llanes 2009; Kim 2009; Michel, Kuiken & Vedder 2007; Nuevo 2006; Nuevo, Adams & Ross-Feldman 2011). As computer-mediated communication becomes more pervasive in educational contexts, research that extends current understandings of principles of second language learning is increasingly important to help learners and teachers understand how best to make use of this technology to promote specific learning goals (see Kern 2006). The role of task complexity in computer-mediated environments may be particularly important, as this may influence how learners commit attentional resources to language processing during communication (Robinson 2005; Skehan 1998). This study examines the role of one task complexity factor, prior knowledge, on second language production in text-based chat. Analysis of the language produced by first language Malay engineering students engaged in text-based chat group tasks in English indicated that prior knowledge of the task subject area had a limited effect on the complexity and accuracy of language production. We conclude with a critical discussion of the applicability of the Cognition Hypothesis to task-based communication via text chat. We also provide suggestions for how L2 tasks can be implemented in computer-mediated contexts in order to promote attention to form, noting that considering language production and learning in CMC tasks challenges task-based theories and requires transformation of research methods and analysis.
Chapters in this book
- Prelim pages i
- Table of contents v
- Chapter 1. Towards technology-mediated TBLT 1
- Chapter 2. The need for needs analysis in technology-mediated TBLT 23
- Chapter 3. Prior knowledge and second language task production in text chat 51
- Chapter 4. Textbooks, tasks, and technology 79
- Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks 115
- Chapter 6. TBLT and synthetic immersive environments 149
- Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication 183
- Chapter 8. The third dimension 213
- Chapter 9. Lessons from the fandom 239
- Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class 263
- Chapter 11. Evaluation of an online, task-based Chinese course 295
- Chapter 12. Afterword 323
- index 335
Chapters in this book
- Prelim pages i
- Table of contents v
- Chapter 1. Towards technology-mediated TBLT 1
- Chapter 2. The need for needs analysis in technology-mediated TBLT 23
- Chapter 3. Prior knowledge and second language task production in text chat 51
- Chapter 4. Textbooks, tasks, and technology 79
- Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks 115
- Chapter 6. TBLT and synthetic immersive environments 149
- Chapter 7. Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication 183
- Chapter 8. The third dimension 213
- Chapter 9. Lessons from the fandom 239
- Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class 263
- Chapter 11. Evaluation of an online, task-based Chinese course 295
- Chapter 12. Afterword 323
- index 335
