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• W2613449380 abstract "[eng] Throughout history there has been tremendous debate about what comprises the best methods and approaches to foreign or second language (L2) teaching and learning, without any decisive universal conclusions. Since the 1980s, however, task-based approaches to language teaching have offered what theoretically appears to be the most efficient option for adapting to the plethora of learner needs that may affect second language acquisition (SLA). Task-based syllabi have been based on the premise that task design should initiate from the learners’ ‘needs- analysis’ of which ‘real-life’ tasks are the most applicable to their situation (Long & Crookes, 1992; Long 2005). Once the needs are determined, pedagogic tasks and syllabi are subsequently designed and progressively sequenced a in more cognitively demanding manner which should lead to SLA. However, the ongoing debate in task-based research and pedagogy has been the lack of a collective standard to effectively and systematically determine the best way to design, select and implement pedagogic tasks in order to best facilitate L2 language learning and acquisition. SLA researchers have rigorously attempted to address this issue, and as a result, there have been promising findings. The task-based sequencing frameworks proposed by Robinson (2001, 2003, 2005, 2007,; Robinson and Gilabert, 2007; Robinson 2011, 2015) and Skehan (1996, Skehan & Foster, 1999; Skehan & Foster, 2001; Skehan, 2009) have both posited important theoretical and practical methods of selecting and implementing L2 tasks in order to promote SLA. As a result, their models have gained much attention in SLA research throughout the last decade. This dissertation describes some of the main tenets of these models, which include giving importance to the effects that L2 task design features, contextual factors, and learner factors have on successful SLA. However, the main focus will be on how they define task design features and the effects on learner factors. Furthermore, it will be highlighted here that neither model has fully clarified how to address foreign language anxiety (FLA) as affected by task design features. FLA has been a widely researched variable in SLA, most frequently focusing on the impact that it has on L2 performance and acquisition, yet there are few studies conducted specifically in the task- based context. Therefore, the experimental study described in this dissertation set out to contribute to this gap in the research. Thus, the aim of this study was twofold. First, to explore the effects of whether the sequencing of L2 tasks in terms of task-type and task complexity, had any effect on the participants’ state anxiety levels. Second, to explore whether state anxiety could be identified during task-based oral performance by using a scale designed for the current study. There were 108 EFL participants from the University of Barcelona who took part in this mixed-methods design study. First, the overall general FLA scores were determined through a widely used instrument: the Foreign Language Classroom Anxiety Scale (FLCAS; Horwitz, Horwitz, & Cope, 1986). Next, the state anxiety levels were rated through the use of two Likert scales that were adapted and designed for this study: The Anxometer and the Task Anxiety Reflection Scale (TARS). The TARS also included open-ended questions to add qualitative support to the findings. The results indicated that the state anxiety scales were successful at analyzing how the students felt during L2 oral task performance that had been manipulated in terms of task-type, task complexity, and sequencing. Additional results indicated that the FLCAS scale only mildly predicted the state anxiety ratings. These results have extended the study of how L2 task features, based on sequence and complexity, affect learners’ state anxiety levels. Further studies are needed to see what effects these findings have on task-based performance. [cat] Al llarg de la historia ha existit un gran debat sobre quins son els millors metodes i enfocaments per a l’aprenentatge i ensenyament de segones llengues o llengues estrangeres, un debat que no ha arribat encara a cap conclusio universal. Des dels anys 80, l’enfocament basat en tasques ha ofert el a nivell teoric es una opcio eficient que s’adapta a tota una serie de necessitats per part dels aprenent susceptibles d’afectar de manera positiva els processos d’adquisicio de segones llengues. Els programes basats en tasques han partit de la premissa de que el disseny de tasques s’hauria de comencar a partir de l’analisi de les necessitats respecte de les tasques reals que millor s’adaptin a la situacio dels estudiants (Long & Crookes, 1992; Long 2005). Un cop es determinen aquestes necessitats, es poden dissenyar programes en que les tasques es sequencien de manera progressivament mes complexa, el que pot portar potencialment a l’adquisicio de segones llengues. Tanmateix, un dels debats dins l’ambit de la recerca i la pedagogia basades en tasques ha estat la manca d’uns estandards col·lectius per determinar de manera efectiva i sistematica la millor manera de dissenyar, seleccionar i implementar les tasques de manera que facilitin l’aprenentatge i adquisicio llengues estrangeres. La recerca en adquisicio de llengues han intentar resoldre aquesta questio de manera rigorosa que ha portat a resultats prometedors. Els marcs per a la sequenciacio de tasques proposat per Robinson (2001, 2003, 2005, 2007; Robinson i Gilabert, 2007; Robinson 2011, 2015) i Skehan (1996, Skehan & Foster, 1999; Skehan & Foster, 2001; Skehan, 2009) han postulat metodes importants a nivell teoric i practic per a seleccionar i implementar viii Second Language Anxiety and Task Complexity tasques que portin a l’adquisicio de segones llengues. Aquests metodes han estat centrals en la recerca en el camp de l’adquisicio de la darrera decada. Aquesta tesi doctoral descriu els principals arguments d’aquests models que posan l’emfasi sobre el efectes que la manipulacio del disseny de les caracteristiques de les tasques, el factors contextuals, i els factors dels aprenents poden tenir sobre una adquisicio de segones llengues exitosa. Aquest treball es focalitza en com aquest models defineixen les caracteristiques de disseny de les taques i el seus efectes sobre el factors del aprenents. De manera mes concreta, el treball destaca com cap dels models ha aclarit com tractar l’ansietat respecte de les llengues estrangeres i com aquest queda afectada per les caracteristiques del disseny de les taques. L’ansietat respecte de les llengues estrangeres ha esta estudiada ampliament en el camp de l’adquisicio de segones llengues en relacio a l’impacte que te sobre l’us i adquisicio de segones llengues, sense que s’hagi estudiat en el context de l’aprenentatge basat en tasques. Aquest estudi experimental es planteja cobrir aquesta mancanca en aquest camp de recerca. L’objectiu d’aquest estudi es doble. D’una banda s’investiga els efectes que la sequencia de les tasques, en termes de tipus de tasca i complexitat cognitiva de la tasca, pugui tenir sobre el nivells d’ansietat dels participants. D’una altra banda, s’explora si els nivells d’ansietat poden ser detectats per una escala dissenyada especificament per al context de les tasques. 108 aprenents d’angles com llengua estrangera de la Universitat de Barcelona particpen en un estudi amb un disseny metodologic mixt. En primer lloc, es determinen els nivells d’ansietat general mitjancant un instrument ampliament utilitzat a la recerca com es el FCLAS (Escala d’Ansietat a l’Aula de Llengues Estrangeres - Horwitz, Horwitz, & Cope, 1986). En segon lloc, es mesuren els nivells d’ansietat ix Second Language Anxiety and Task Complexity especifica en la realitzacio de la tasca mitjancant dues escales de Likert adaptades i dissenyades per a aquest estudi: l’Ansiometre i l’Escala de Reflexio sobre l’Ansietat de la Tasca (TARS). L’escala TARS tambe inclou preguntes obertes que aporten un suport qualitatiu als resultats. El resultats indiquen que les escales d’ansietat especifiques discriminen de manera efectiva els diferents nivells d’ansietat durant la realitzacio de tasques el disseny de les quals has estat manipulat a nivell del tipus de tasques, la seva complexitat cognitiva, i la seva sequencia. Analisis addicionals indiquen que l’escala d’ansietat general FCLAS nomes prediu de manera minima a moderada el nivell d’ansietat especifica durant la realitzacio de les tasques. Aquests resultats aporten mes llum sobre com les caracteristiques de les taques, basades en la seva sequenciacio i la seva complexitat, afecten el nivells d’ansietat dels aprenents de segones llengues. L’estudi conclou tot remarcant la necessitat de realitzar mes estudis que investiguin la relacio entre aquests resultats i el resultats linguistics derivats de la realitzacio de tasques." @default.
• W2613449380 created "2017-05-19" @default.
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• W2613449380 date "2016-12-16" @default.
• W2613449380 modified "2023-09-24" @default.
• W2613449380 title "Second Language Anxiety and Task Complexity" @default.
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