La influencia de la manipulación del tiempo en la complejidad, corrección y fluidez lingüísticas de tareas escritas en lengua extranjera

  1. Irini Mavrou 1
  2. Claudia Mariella Villar 2
  1. 1 Universidad Nebrija
    info

    Universidad Nebrija

    Madrid, España

    ROR https://ror.org/03tzyrt94

  2. 2 University of Mannheim
    info

    University of Mannheim

    Mannheim, Alemania

    ROR https://ror.org/031bsb921

Revista:
Sintagma: Revista de lingüística

ISSN: 0214-9141

Año de publicación: 2017

Volumen: 29

Páginas: 7-26

Tipo: Artículo

Otras publicaciones en: Sintagma: Revista de lingüística

Referencias bibliográficas

  • Al-Humaidi, M. (2008). Planning in the writings of Saudi EFL learners at the College of Languages and Translation at KSU (Trabajo final de máster no publicado). King Saud University.
  • Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185-209. doi:10.2307/3587717
  • Dewaele, J. M. (2002). Individual differences in L2 fluency: The effect of neurobiological correlates. En V. Cook (Ed.), Portraits of the L2 user (pp. 219250). Clevedon: Multilingual Matters.
  • Dewaele, J. M., y Pavlenko, A. (2003). Productivity and lexical diversity in native and non-native speech: A study of cross-cultural effects. En V. Cook (Ed.), Effects of the second language on the first (pp. 120-141). Clevedon: Multilingual Matters.
  • Farahani, A. A. K., y Meraji, S. R. (2011). Cognitive task complexity and L2 narrative writing performance. Journal of Language Teaching and Research, 2(2), 445-456. doi:10.4304/jltr.2.2.445-456
  • Ferreira, F., y Engelhardt, P. E. (2006). Syntax and production. En M. J. Traxler y M. A. Gernsbacher (Eds.), Handbook of psycholinguistics (2ª ed., pp. 61-92). Ámsterdam: Elsevier.
  • Foster, P., y Tavakoli, P. (2009). Native speakers and task performance: Comparing effects on complexity, fluency and lexical diversity. Language Learning, 59(4), 866-896. doi:10.1111/j.1467-9922.2009.00528.x
  • Gilabert, R. (2005). Task complexity and L2 narrative oral production (Trabajo final de máster no publicado). Universitat de Barcelona.
  • Gilabert, R. (2007). The simultaneous manipulation of task complexity along planning time and +/Here-and-Now: Effects on L2 oral production. En M. P. García Mayo (Ed.), Investigating tasks in formal language learning (pp. 44-68). Clevedon: Multilingual Matters.
  • Gilabert, R., Barón, J., y Llanes, A. (2009). Manipulating cognitive complexity across task types and its impact on learners’ interaction during oral performance. International Review of Applied Lingusitics in Language Teaching, 47, 367-395. doi:10.1515/iral.2009.016
  • Hayes, J. R. (2009). From idea to text. En R. Beard, D. Myhill, J. Riley y M. Nystrand (Eds.), The SAGE handbook of writing development (pp. 65-79). Londres: SAGE.
  • Hulstijn, J. H., y Hulstijn, W. (1984). Grammatical errors as a function of processing constraints and explicit knowledge. Language Learning, 34(1), 23-43. doi:10.1111/j.1467-1770.1984.tb00994.x
  • Ishikawa, S. (1995). Objective measurement of low-proficiency EFL narrative writing. Journal of Second Language Writing, 4(1), 51-69. doi:10.1016/10603743(95)90023-3
  • Kormos, J. (2011). Task complexity and linguistic and discourse features of narrative writing performance. Journal of Second Language Writing, 20(2), 148-161. doi:10.1016/j.jslw.2011.02.001
  • Larsen-Freeman, D. (2006). The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics, 27(4), 590-619. doi:10.1093/applin/aml029
  • Manchón, R. M. (2014). The internal dimension of tasks: The interaction between task factors and learner factors in bringing about learning through writing. En H. Byrnes y R. M. Manchón (Eds.), Task-based language learning Insights from and for L2 writing (pp. 27-52). Ámsterdam: John Benjamins.
  • Mavrou, I. (2013). Precisión lingüística y complejidad sintáctica: ¿hasta qué punto compiten entre sí por los recursos limitados del aprendiz? Revista Nebrija de Lingüística Aplicada, 14, 75-90.
  • Meraji, S. R. (2011). Planning time, strategy use, and written task production in a pedagogic vs. a testing context. Journal of Language Teaching and Research, 2(2), 338-352. doi:10.4304/jltr.2.2.338-352
  • Ortega, L. (2004). Aproximaciones cognitivo-interaccionistas al aprendizaje de segundas lenguas mediante tareas. Estudios de Lingüística Inglesa Aplicada, 5, 1540. Recuperable en: http://institucional.us.es/revistas/elia/5/1.ortega.pdf
  • Posten, H. O. (1984). Robustness of the two-sample t-test. En D. Rasch y M. L. Tiku (Eds.), Robustness of statistical methods and nonparametric statistics (pp. 9299). Dordrecht: Reidel.
  • Rasch, D., y Guiard, V. (2004). The robustness of parametric statistical methods. Psychology Science, 46(2), 175-208.
  • Robinson, P. (2001). Task complexity, cognitive resources, and syllabus design: A triadic framework for examining task influences on SLA. En P. Robinson (Ed.), Cognition and second language instruction (pp. 287-318). Cambridge: Cambridge University Press.
  • Robinson, P. (2003). The Cognition Hypothesis, task design, and adult task-based language learning. Second Language Studies, 21(2), 45-105.
  • Robinson, P. (2007). Criteria for classifying and sequencing pedagogic tasks. En M. P. García Mayo (Ed.), Investigating tasks in formal language learning (pp. 7-27). Clevedon: Multilingual Matters.
  • Sawilowsky, S. S., y Blair, R. C. (1992). A more realistic look at the robustness and type II error properties of the t test to departures from population normality. Psychological Bulletin, 111(2), 352-360. doi:10.1037/0033-2909.111.2.352
  • Schneider, W., y Chein, J. M. (2003). Controlled & automatic processing: behavior, theory, and biological mechanisms. Cognitive Science, 27(3), 525-559. doi:10.1016/S0364-0213(03)00011-9
  • Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62. doi:10.1093/applin/17.1.38
  • Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
  • Stacey Shiau, Y. S., y Adams, R. (2011). The effects of increasing reasoning demands on accuracy and complexity in L2 oral production. University of Sydney Papers in TESOL, 6, 121-146.
  • Stonehouse, J. M., y Forrester, G. J. (1998). Robustness of the t and U tests under combined assumption violations. Journal of Applied Statistics, 25(1), 63-74. doi:10.1080/02664769823304
  • Tavakoli, P., y Foster, P. (2011). Task design and second language performance: The effect of narrative type on learner output. Language Learning, 61(S1), 37-72. doi:10.1111/j.1467-9922.2011.00642.x
  • Véliz, M., Riffo, B., Hernández, M., Sáez, Y., y Sáez, K. (2013). Oraciones producidas por adultos mayores y adultos jóvenes en una situación controlada. Onomázein, 27, 241-257.
  • Wiedermann, W. T., y von Eye, A. (2013). Robustness and power of the parametric t test and the nonparametric Wilcoxon test under non-independence of observations. Psychological Test and Assessment Modeling, 55(1), 39-61.
  • Wolfe-Quintero, K., Inagaki, S., y Kim, H. Y. (1998). Second language development in writing: Measures of fluency, accuracy & complexity (Technical Report 17). Honolulu, HI: University of Hawai’i, Second Language Teaching and Curriculum Center.