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Effects of Task Complexity on Written Performance of Low and Intermediate Proficiency Learners

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thesis
posted on 27.07.2018, 00:00 by Abdullah Alshehri
This paper explores task complexity effects on the written performance of L2 learners. Claims of Robinson’s Cognition Hypothesis and Skehan’s Trade-Off Hypothesis are compared. Performance is operationalized through accuracy, fluency, lexical and syntactic complexity. Participants are of two different proficiency levels: low (A1) and intermediate (B1) according to the European Framework of Reference (CEFR). Results support the Cognition Hypothesis with some limitations

History

Advisor

Cameron, Richard

Chair

Rott, Susanne

Department

Linguistics

Degree Grantor

University of Illinois at Chicago

Degree Level

Masters

Committee Member

Xiang, Xuehua

Submitted date

May 2018

Issue date

05/04/2018