Affiliation:
1. Independent Researcher
2. Victoria University of Wellington
Abstract
Abstract
In Task-Based Language Teaching (TBLT), there is clearly a need
for a balanced and flexible view of L1 use. Considering this, a matter of
concern in TBLT is that learners might overuse their first language (L1) while
performing complex tasks. To test this speculation, the present study
investigated the effects of manipulating task complexity along
resource-directing variables (+/− reasoning demands) of the Cognition Hypothesis
on L1 use and its functions. Further it aimed to test the impacts of task type
on L1 use and its functions. To do so, the interaction of 24 intermediate EFL
learners while completing two different task types with two levels of task
complexity was analyzed. The analysis of L1 words and turns indicated that both
task complexity and task type affected L1 use significantly. The results further
indicated that L1 was employed for a variety of purposes which were mainly
affected by task complexity.
Publisher
John Benjamins Publishing Company