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TBLT Leuven

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

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TBLT Leuven

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  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

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