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Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks
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How do EFL learners process oral tasks with different complexity: an exploratory study.

Jiaxin Xing1

  • 1College of Foreign Languages, Qufu Normal University, Qufu, China.

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|November 29, 2023
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Summary
This summary is machine-generated.

This study investigated how task complexity impacts second language (L2) learners' cognitive processes during speech production. Findings show complexity influences conceptualization, formulation, and monitoring, affecting fluency and accuracy in language learning.

Keywords:
EFL learnerscognitive processesoral performanceoral productiontask complexity

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Area of Science:

  • Second Language Acquisition (SLA)
  • Cognitive Linguistics
  • Psycholinguistics

Background:

  • Task complexity is a key area in SLA research, yet empirical evidence on its effect on learners' cognitive processing is limited.
  • Understanding how learners process tasks of varying complexity is crucial for effective language pedagogy.

Purpose of the Study:

  • To investigate the impact of task complexity on L2 learners' cognitive processes during speech production.
  • To examine the relationship between task complexity, cognitive processing stages, and oral performance outcomes (fluency and accuracy).
  • To apply Levelt's speech production model to analyze L2 learners' cognitive mechanisms.

Main Methods:

  • Ten Chinese English as a Foreign Language (EFL) learners completed two narrative tasks with manipulated complexity (varying elements).
  • Cognitive processes were analyzed with reference to Levelt's speech production model (conceptualization, formulation, monitoring).
  • Oral performance was assessed for fluency and accuracy under controlled planning conditions.

Main Results:

  • Learners exhibited a lower percentage of cognitive processes in conceptualization and formulation, and a higher percentage in monitoring during complex tasks.
  • Learners' overall fluency was influenced by cognitive processes across all speech production stages.
  • Accuracy was most significantly enhanced by form monitoring during the comprehension stage of the complex task.

Conclusions:

  • Task complexity influences the distribution of cognitive resources across different stages of L2 speech production.
  • Cognitive processing, particularly monitoring, plays a vital role in achieving both fluency and accuracy in L2 oral performance.
  • Findings offer valuable insights for task-based language teaching (TBLT) by informing the design of tasks with appropriate complexity levels.