ABSTRACT
Effects of Task Complexity and Task Familiarity on Complexity, Accuracy and Fluency of Oral Production in L2 Korean
LEE Jae Eun
Major in Korean Language Education
Department of International Korean Language and Culture
Graduate Sch...
ABSTRACT
Effects of Task Complexity and Task Familiarity on Complexity, Accuracy and Fluency of Oral Production in L2 Korean
LEE Jae Eun
Major in Korean Language Education
Department of International Korean Language and Culture
Graduate School of Kyung Hee University
Major Advisor: Prof. Kim, Youngjoo
The purpose of this study is to analyze how task complexity and task familiarity can affect on learners’ oral production. Task complexity, which is the core of this study, was drawn its attention as task-based language teaching was developed. This means that learners perform a task in target language and the actual using of their target languages in the real-world are considered to be equal. It eventually emphasized the importance of a role of the task. Moreover, the aspect of task familiarity, performing repeated similar task types develops learners’ procedural understanding of a task rather than learners’ language performance. This will be observed and analyzed in this study, too.
This study was built based on Robinson(2011)’s subcategories of triadic componential frame. ‘//- few elements’ and ‘//- planning time’ were manipulated to design tasks in the study.
The research questions and hypotheses of this study are as followings. First research question is that there would be differential of learners’ oral production, performing simple task and complex task in the area of manipulating resource-directing. The result was statistically different but it was not significant. The hypothesis on this research question is that manipulated complex task would increase complexity and accuracy of learners’ production than simple tasks would do. However, in the result, even though complexity and accuracy of learners’ production increased, it was not statistically significant.
The second research question is that there would be differential of learners’ oral production, performing simple task and complex task in the area of manipulating resource-depleting. The result of analyzing learners’ production was that there were differences statistically but They were not significant. The hypothesis about this research question is that complexity and accuracy of learners’ oral production would decrease in manipulated simple tasks than those in complex tasks would do. This hypothesis wasn't confirmed because of two things; one was that even though the complexity of learners’ production was increased it was insignificant, the other was that accuracy of learners’ production was increased statistically. For the second research question, the most interesting finding was that the fluency on learners’ production was decreased and it was significant.
The third research question is to observe task familiarity. It is about that there would be differential of learners’ oral production, repeatedly performing manipulated complex tasks. As a result, there were statistical differences in complexity, accuracy and fluency on learners’ oral productions. However, the result about complexity and accuracy of oral production was not significant. This proves that repetition in resource-depleting manipulated complex task does not affect accuracy and complexity of learners’ oral production. And this study also proves that task familiarity has a positive effect on fluency of learners’ oral production.
The results of this study observed task complexity was different compared to the cognitive hypothesis by Robinson and previous studies(Robinson, 1995; 2001a), but it is similar to Lee(2000, 2002)’s findings. And this study also observed task familiarity based on the perspective of Foster and Skehan(1996). Accuracy and complexity in learners’ oral production were not significantly influenced, and it was similar to previous studies (Foster & Skehan, 1996; Bygate, 2001, Lynch & Maclean, 2001; 2001 etc.). However, it works positively to develop fluency of learners’ oral production.
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