2013年6月
The Cognition Hypothesis: A Synthesis and Meta-Analysis of Research on Second Language Task Complexity
LANGUAGE LEARNING
- ,
- 巻
- 63
- 号
- 2
- 開始ページ
- 330
- 終了ページ
- 367
- 記述言語
- 英語
- 掲載種別
- 研究論文(学術雑誌)
- DOI
- 10.1111/lang.12008
- 出版者・発行元
- WILEY-BLACKWELL
This study employed synthetic and meta-analytic techniques to review the literature on the Cognition Hypothesis, which predicts that increasing task complexity influences the quality of second language production. Based on 8 inclusion criteria, 17 published studies were synthesized according to key features. A subset of these studies (k = 9) was also meta-analyzed to investigate the overall effects of raising resource-directing task demands on learner output during monologic tasks. The synthesis of 17 primary studies revealed an assortment of treatments and measures. Among the 9 comparable studies, the meta-analysis uncovered small positive effects for accuracy and small negative effects for fluency. This lends support to the Cognition Hypothesis; however, the present study also disconfirms predictions regarding syntactic complexity. Implications for research and pedagogy are discussed.
- リンク情報
- ID情報
-
- DOI : 10.1111/lang.12008
- ISSN : 0023-8333
- eISSN : 1467-9922
- Web of Science ID : WOS:000330178200007