22.2684, Diss: Applied Ling/Lang Acq: Michel: 'Cognitive and Interactive ...'

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LINGUIST List: Vol-22-2684. Tue Jun 28 2011. ISSN: 1068 - 4875.

Subject: 22.2684, Diss: Applied Ling/Lang Acq: Michel: 'Cognitive and Interactive ...'

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1)
Date: 28-Jun-2011
From: Marije Michel [michel at uni-mannheim.de]
Subject: Cognitive and Interactive Aspects of Task-based Performance in Dutch as a Second Language
 

	
-------------------------Message 1 ---------------------------------- 
Date: Tue, 28 Jun 2011 11:34:57
From: Marije Michel [michel at uni-mannheim.de]
Subject: Cognitive and Interactive Aspects of Task-based Performance in Dutch as a Second Language

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Institution: University of Amsterdam 
Program: Amsterdam Center for Language and Communication 
Dissertation Status: Completed 
Degree Date: 2011 

Author: Marije Michel

Dissertation Title: Cognitive and Interactive Aspects of Task-based Performance 
in Dutch as a Second Language 

Dissertation URL:  http://dare.uva.nl/record/369312

Linguistic Field(s): Applied Linguistics
                     Language Acquisition


Dissertation Director(s):
Folkert Kuiken
Peter Robinson
Ineke Vedder

Dissertation Abstract:

Within the framework of task-based language pedagogy this research
investigated the oral performance of Turkish and Moroccan learners of Dutch
as a second language (L2). Three empirical studies investigate the claims
of the Cognition Hypothesis (Robinson 2005, 2007, 2010) that a higher task
complexity would induce more accurate and more complex linguistic
performance. Furthermore, the research manipulated interaction, that is
participants performed simple and complex tasks either on their own or in
pairs. As hardly any effects of an increased task complexity on L2
performance was attested, the research does not give support for Robinson's
hypothesis. In contrast, learners showed more complex, accurate, and more
fluent performances in dialogic tasks than when acting on their own. This
finding holds for a pair of L2 learners who both are at an intermediate
level of their second language. An important practical implication of this
research is related to language testing. Most of the time, L2 learners are
tested individually. This research suggests, however, that testing in pairs
may give second language learners more chances to show their L2 competence. 







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