Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658215
Title: Emerging from the task : a complex dynamic systems theory investigation of English L2 learner- writing task engagement and the phenomenon of complexity
Author: Nebel, Anne Louise
Awarding Body: Lancaster University
Current Institution: Lancaster University
Date of Award: 2012
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Abstract:
A number of studies of interest to TBL T and SLA researchers have examined L2 task complexity in pedagogical and assessment contexts by using models of cognitive complexity to predict and account for complexity in learner performances as responses to tasks (e.g. Chalhoub-Deville, 2001; Elder, Iwashita & McNamara, 2002; Robinson, 2001, 2005; Skehan & Foster, 1999,2001; Wigglesworth, 2001). These experimental studies manipulated task variables in order to identify how those variables impact complexity-as determined by quantitative measures of fluency, accuracy and complexity-in the resulting performances. The findings have varied considerably, both within and across studies, however, drawing their underlying assumptions into critical view and creating an opportunity for other theories and methods in applied linguistics to bring new light to the phenomenon of complexity. Complex dynamic systems theory provides a useful framework for better understanding complexity in this applied linguistics problem space (Larsen-Freeman & Cameron, 2008).
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.658215  DOI: Not available
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