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Effects of Task Complexity on Writte...

Alshehri, Abdullah.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of Task Complexity on Written Performance of Low and Intermediate Proficiency Learners./
Author:	Alshehri, Abdullah.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	83 p.
Notes:	Source: Masters Abstracts International, Volume: 58-01.
Contained By:	Masters Abstracts International58-01(E).
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10956751
ISBN:	9780438265127

Effects of Task Complexity on Written Performance of Low and Intermediate Proficiency Learners.
Alshehri, Abdullah.

Effects of Task Complexity on Written Performance of Low and Intermediate Proficiency Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 83 p.

Source: Masters Abstracts International, Volume: 58-01.

Thesis (M.A.)--University of Illinois at Chicago, 2018.

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.

ISBN: 9780438265127Subjects--Topical Terms:

532624
Language arts.

Effects of Task Complexity on Written Performance of Low and Intermediate Proficiency Learners.
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245 1 0 $a Effects of Task Complexity on Written Performance of Low and Intermediate Proficiency Learners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 83 p.
500 $a Source: Masters Abstracts International, Volume: 58-01.
500 $a Advisers: Susanne Rott; Richard Cameron.
502 $a Thesis (M.A.)--University of Illinois at Chicago, 2018.
520 $a 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.
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650 4 $a Cognitive psychology. $3 523881
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10956751