Processing conditions as influences on task-based foreign language performance : a longitudinal study of communication strategies
Communicative language ability requires the development of formal linguistic resources to achieve realistic language use in real contexts and in real time. Linguistic-based instruction may become: less productive and fruitful than exposure to real-world task-based instruction. This study focuses on foreign language dev~lopment over time in sixteen subjects performing task-based activities involving description, narration and problem-solving si~uations. :.a;.... Learners' do not seem to present a clear acquisition-sequencing for language forms and. language functions. The major ideas and claims that have been used as a conceptual frame for this research focus on the cognitive basis for language learning. The output practice which learners' engage in enables them to cope with the task demands which are aimed at 'integrating language knowledge with productive use. The central issue concentrates on the how the cognitive processing demands push the learner towards successful communicative achievement. The pressure exerted on learner's capacity to deal with meaning complexity, accurate performance and fluent communication is intended to focus on the divided learner's efforts to convey appropriate formulations and
Ugalde-Gonzalez, Arturo
Processing conditions as influences on task-based foreign language performance : a longitudinal study of communication strategies. Communicative language ability requires the development of formal linguistic resources to achieve realistic language use in real contexts and in real time. Linguistic-based instruction may become: less productive and fruitful than exposure to real-world task-based instruction. This study focuses on foreign language dev~lopment over time in sixteen subjects performing task-based activities involving description, narration and problem-solving si~uations. :.a;.... Learners' do not seem to present a clear acquisition-sequencing for language forms and. language functions. The major ideas and claims that have been used as a conceptual frame for this research focus on the cognitive basis for language learning. The output practice which learners' engage in enables them to cope with the task demands which are aimed at 'integrating language knowledge with productive use. The central issue concentrates on the how the cognitive processing demands push the learner towards successful communicative achievement. The pressure exerted on learner's capacity to deal with meaning complexity, accurate performance and fluent communication is intended to focus on the divided learner's efforts to convey appropriate formulations and
processing condition influence task_based foreign_language performance longitudinal_study communication strategy communicative_language ability require development formal_linguistic resource achieve realistic language_use real context real_time linguistic based_instruction may become less productive fruitful exposure real_world task_based instruction study_focus foreign_language time sixteen subject perform_task based activity_involve description narration problem_solving learners seem present clear acquisition language form and language function major idea claim use conceptual frame focus cognitive basis language_learning output practice learner engage enables cope task demand aim integrating language knowledge productive use central_issue concentrate cognitive_processing demand push learner towards successful communicative achievement pressure exert learner capacity deal meaning complexity accurate performance fluent communication intend focus divide learner effort convey appropriate formulation