1 / 10

TBLT Leuven

TC: dimensions addressed. focus on resource-dispersing (single/dual) and resource-directing ( /- few elements) dimensionsfocus on reading and writingfocus on intake/retention tasks and performance tasksfocus on culture learningproduct

ashtyn
Télécharger la présentation

TBLT Leuven

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. TBLT Leuven Symposium on Task Complexity: Conclusions and discussion Lies Sercu

    2. TC: dimensions addressed focus on resource-dispersing (single/dual) and resource-directing (+/- few elements) dimensions focus on reading and writing focus on intake/retention tasks and performance tasks focus on culture learning product & process data

    3. Discussion two theoretical models product and process data researching task complexity independently of learner factors or task conditions operationalisation of task complexity measurement issues

    4. 1. Two theoretical models paper 2: support for LACM; paper 3: partial support for CH Limited Attentional Capacity Model and Cognition Hypothesis: either/or or both? LACM better fit for explaining effects on learning for ‘input retention tasks’? Cognition Hypothesis better fit for explaining effects on learning for ‘improved access tasks’?

    5. 2. Product and process data new insights from process data paper 2 helpful to continue either/or theoretical debate on the basis of product data only? need to collect process data + set up psycholinguistically oriented research to understand what learners do while doing a task

    6. 3. Task complexity – IDs – task conditions individual factors are always present in task complexity research e.g., level of proficiency paper 3 nationality, cultural background paper 1 individual approach of task paper 2

    7. 4. Operationalisation of TC How different were the different tasks? meaning +/- few elements paper 3 number of cultural items + single/dual paper 1 here-and-now vs. there-and-then papers 1+2 form 20 target words (paper 1) - 16 (8+8) target words (paper 2)

    8. 5. Measurement issues tapping into cultural competence knowledge: receptive, productive, complexity behaviour tapping into lexical competence receptive, productive, complexity, accuracy tapping into syntactic competence complexity, accuracy

    9. Discussion two theoretical models product and process data researching task complexity independently of learner factors or task conditions operationalisation of task complexity measurement issues

    10. Contact details Lies.Sercu@arts.kuleuven.be Lieve.Dewachter@ilt.kuleuven.be Elke.Peters@arts.kuleuven.be F.Kuiken@uva.nl S.C.Vedder@uva.nl

More Related