Task-generated interaction, cognitive complexity and self-repair

dc.creator	Mohammad Hossein Yousefi
dc.creator	Akbar Afghari
dc.date	2012-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:17:34Z
dc.date.available	2015-07-20T22:17:34Z
dc.identifier	1305-9076
dc.identifier	1305-905X
dc.identifier	https://doaj.org/article/c2b7776ed33d4807929987659351ace7
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/19064
dc.description	Task-based instruction has attracted a lot of research interest from among applied linguists and syllabus designers. It is argued that the tenets of Task- based instruction are in line with the principles of naturalistic language acquisition. Motivated by this rationale, the present descriptive study investigated the task-induced interaction among three groups of students (each 20 male undergraduate students at Azad University of Bonab, Iran). The participants, who were randomly assigned to three groups, were asked to transact the task at hand in dyadic condition with the lead researcher in his office. The participants had Persian and Turkish as their first language and they were from different educational background; electioneering engineering, computer engineering, civil engineering, accounting, etc. The materials employed were a decision-making task at three level of cognitive complexity. The employed tasked were differed in the amount of cognitive complexity or task complexity. The first group of the participants performed the simple task, the second group transacted the mid task and the latter group did the complex task. The descriptive statistics revealed that as the cognitive complexity of the tasks increased, the amount of self-repair enhanced. With this in mind, the present study claims that task complexity provide more opportunities for L2 development such as opportunities for self-repair on the part of the learners.
dc.language	English
dc.language	Turskish
dc.publisher	World Education, Science, Research and Counseling Center
dc.relation	http://www.world-education-center.org/index.php/cjes/article/view/241/pdf_86
dc.relation	https://doaj.org/toc/1305-9076
dc.relation	https://doaj.org/toc/1305-905X
dc.rights	CC BY-NC
dc.source	Cypriot Journal of Educational Sciences , Vol 7, Iss 2, Pp 75-81 (2012)
dc.subject	Pedagogic task
dc.subject	task complexity
dc.subject	self-repair
dc.subject	L2 development
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Task-generated interaction, cognitive complexity and self-repair
dc.type	article