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Lexical and syntactic complexity in a task-based, CMC environment Joe Collentine Northern Arizona University Karina Coll

Lexical and syntactic complexity in a task-based, CMC environment Joe Collentine Northern Arizona University Karina Collentine Yavapai College. Important issues in task based research • Lexical richness • Morphosyntactic complexity • Planning. SLA views on the importance of form

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Lexical and syntactic complexity in a task-based, CMC environment Joe Collentine Northern Arizona University Karina Coll

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  1. Lexical and syntactic complexity in a task-based, CMC environment Joe Collentine Northern Arizona University Karina Collentine Yavapai College

  2. Important issues in task based research • Lexical richness • Morphosyntactic complexity • Planning

  3. SLA views on the importance of form • The traditional dichotomy (Ellis 2005; VanPatten 2000) • Meaning through form (Ortega 2005; DeKeyser et al. 2002) • Meaning through form becomes more evident in synthetic languages like Spanish

  4. Task Based Research and Complexity • Strategic and guided planning yields high levels of complexity • Online task planning yields syntactic complexity though perhaps not lexical density • We know nothing about online planning and complexity in synthetic languages (see Ellis 2005)

  5. SCMC • Inherent tension between spontaneity and planning (Kern 1995; Warschauer and Kern 2000) • Often leads to more complex syntact (Keller-Lally 2006; Soltillo 2000)

  6. The study • Will intermediate and advanced level learners of Spanish produce discursive and lexico-grammatical complexity in SCMC conditions requiring within-task Planning? • Two tasks varying in amount of displaced discourse

  7. Participants Intermediate (n=14) Advanced (n=18)

  8. Tasks • Flash based • Interact with virtual people to interview • Solve two tasks solve a murder mystery locate a set of keys • Interrupted writing task • Post writing task • Interaction through iChat http://london-underground.modlang.nau.edu/collenti/juegos2/

  9. Analysis • Corpus based • Tagger: Python, NLTK, Corpus del español • Qualitative analysis: discourse-pragmatic moves, sociocultural approach

  10. Complexity dimensions Biber, Davies, Jones, and Tracey-Ventura 2006

  11. Informational richness

  12. Hypothetical discourse

  13. Narrative discourse

  14. Interpersonal discourse (ID)– discourse that involved asking each other questions and evaluating each other. 200-level, task 1 S2: porque piensas que Paco lo hizo? S1: Pienso que Paco lo hizo porque la mujer ? Tina dijo ella era con el’l. Tina dijo que ella miro’ TV. Creo que pero no estoy seguro. S1: Todos escucharon algo sobre 10:30. Correcto?

  15. Assertive discourse (AD) - discourse that involved reporting and concluding on what they saw or heard. 200-level, task 2 S1: Quiza’s todos son mientrandos [mintiendo]. S2: Nada [nadie] se encargo, de las llaves es dificil decir quien los robo o si solamente estan perdidos. S1: Tiene razo’n. Los llaves estari’a perdidos.

  16. Self-regulated language episodes (SR)– instances where an individual repaired an utterance or part of an utterance. 200-level, task 1 S1: hay muchos personas S2: me gusta su response S2: “tu”

  17. Interpersonal language episodes (ILE)– instances where the students repaired an utterance or part of an utterance together. 200-level, task 2 S2: Que maquina? S1: La lavadora (sp)? S2: El refrijador, possiblemente?

  18. External realizations (ER)– external manifestations of discourse about internal conclusions. 200-level, task 1 S1: El Dr. Torres se me hizo sospechoso Que cree,s? S2: No se’. Pero Voy con su respuesta.

  19. Unrelated discourse (UD)– this category was comprised of 3 types of discourse: a) discourse about the story line but unrelated to the story line 300-level, task 2 S2: no me gusta juan porque puede ver su trasero S1: jajaja

  20. b) discourse where chatters accused others of the crime (or each other) 300-level, task 2 S1: no tengo idea que tiene mis llaves, pero no tengo mas tiempo S2: TU eres el amigo S1: MIS S2: (un chiste) S1: Son Mios!!!! S2: mentirosa S2: entonces… S1: me robas! S2: que pienso? S2: ERA TU??? S1: ladrona sucia S2: profesor! Laura roba mis llaves-

  21. c) instances of humor 300-level, task 2 S2: carlos es ma’l, creo que es obvio…cocina carne S1: CARNE S1: AHH S1: pero a mi me gusta carne S2: entonces, eres ma’l persona!! S1: no, es un chiste… S2: si si yo se

  22. Interrsubjectivity (I)– discourse that commented on their performance, lack of performance, or instances where the students attempted to establish solidarity a) positive comments about their performance 300-level, task 1 S2: Paco dice que estaba con su banda los tigres S2: si’ S2: punto bueno S1: si’, pienso que yo visto más Law and Order que yo debo

  23. b) comments about their lack of performance 200-level, task 1 S1: no se nada S2: ni yo c) attempts to establish solidarity 300-level, task 2 S1: pues necesitamos un reporte en un documento o solo en ichat? S2: solamente nuestras ideas en ichat.

  24. Conclusions

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