Replication in task-based language teaching research: Kim (2012) and Shintani (2012)

This paper calls for the replication of two task-based language teaching (TBLT) studies, Kim (2012) and Shintani (2012). Kim contributes to the large body of TBLT research on output-based tasks, whereas Shintani initiates research into input-based tasks, a less well researched domain. These studies deserve to be replicated for several reasons. Unlike the bulk of existing TBLT research, they investigate task-based second language (L2) development in addition to performance, and are conducted in actual classroom rather than laboratory contexts. Also, they are well designed studies, including detailed descriptions of the instruments and methodological procedures, making replication feasible. First, this paper provides an overview of the studies. Next, approaches to approximate and conceptual replications are suggested in order to assess the internal and external validity of the original experiments

Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners

This study examined the extent to which textual enhancement incorporated into the post-task stage of task-based reading lessons can promote development in second language (L2) grammatical knowledge. The participants were 49 child language learners who participated in task-based reading lessons in their own classroom contexts. They were randomly assigned to two groups, one being exposed to textual enhancement and the other not. The experiment adopted a multiple-exposure design involving six treatment sessions over three weeks. The target construction was the third person singular -s morpheme. Pretest-posttest development was assessed with a grammaticality judgement test. The results revealed a small but positive effect for textual enhancement. We attributed the relative success of textual enhancement to a combination of factors: use of a multiple-exposure design, the incorporation of textual enhancement into the post-task rather than the during-task stage, age of participants, and prior knowledge

The role of working memory in attentional allocation and grammatical development under textually-enhanced, unenhanced and no captioning conditions

This study investigated the extent to which individual differences in working memory (WM) mediate the effects of captions with or without textual enhancement on attentional allocation and L2 grammatical development, and whether L2 development is influenced by WM memory in the absence of captions. We employed a pretest-posttest-delayed posttest design, with 72 Korean learners of English randomly assigned to three groups. The groups differed as to whether they were exposed to news clips without captions, with textually-enhanced captions, or with unenhanced captions during the treatment. We measured attentional allocation with eye-tracking methodology, and assessed development with an oral production, a written production and a fill-in-the-blank test. To assess various aspects of WM, we employed measures of phonological and visual short-term memory (PSTM, VSTM) and the executive functions of updating, task-switching, and inhibitory control. We found that, in both captions groups, higher PSTM was associated with higher oral production gains. For the enhanced captions group, PSTM was also positively related to gains on the written production test. Participants in the no-captions group, however, showed a positive link between VSTM and oral production gains. Attentional location only correlated positively with updating ability and PSTM under the enhanced captions condition. These results, overall, indicate that WM can moderate the effects of captions on attention and L2 development, and various WM components may play a differential role under various captioning conditions

Experimental and quasi-experimental designs

Researchers within the field of applied linguistics have long used experiments to investigate cause-effect relationships regarding the use and learning of second languages (L2s). In experimental research, one or more variables are altered and the effects of this change on another variable are examined. This change or experimental manipulation is usually referred to as the treatment. Researchers typically draw upon either experimental or quasi-experimental research designs to determine whether there is a causal relationship between the treatment and the outcome. This chapter outlines key features and provides examples of common experimental and quasi-experimental research designs. We also make recommendations for how experimental designs might best be applied and utilized within applied linguistics research

Teachers' Perspectives on Second Language Task Difficulty: Insights From Think-Alouds and Eye Tracking

The majority of empirical studies that have so far investigated task features in order to inform task grading and sequencing decisions have been grounded in hypothesis-testing research. Few studies have attempted to adopt a bottom-up approach in order to explore what task factors might contribute to task difficulty. The aim of this study was to help fill this gap by eliciting teachers’ perspectives on sources of task difficulty. We asked 16 English as a second language (ESL) teachers to judge the linguistic ability required to carry out four pedagogic tasks and consider how they would manipulate the tasks to suit the abilities of learners at lower and higher proficiency. While contemplating the tasks, the teachers thought aloud, and we also tracked their eye movements. The majority of teachers’ think-aloud comments revealed that they were primarily concerned with linguistic factors when assessing task difficulty. Conceptual demands were most frequently proposed as a way to increase task difficulty, whereas both linguistic and conceptual factors were suggested by teachers when considering modifications to decrease task difficulty. The eye-movement data, overall, were aligned with the teachers’ think-aloud comments. These findings are discussed with respect to existing task taxonomies and future research directions

The effects of complexity, accuracy, and fluency on communicative adequacy in oral task performance

Communicative adequacy is a key construct in second language research, as the primary goal of most language learners is to communicate successfully in real-world situations. Nevertheless, little is known about what linguistic features contribute to communicatively adequate speech. This study fills this gap by investigating the extent to which complexity, accuracy, and fluency (CAF) predict adequacy, and whether proficiency and task type moderate these relationships. In all, 20 native speakers and 80 second language users from four proficiency levels performed five tasks. Speech samples were rated for adequacy and coded for a range of CAF indices. Filled pause frequency, a feature of breakdown fluency, emerged as the strongest predictor of adequacy. Predictors with significant but smaller effects included indices of all three CAF dimensions: linguistic complexity (lexical diversity, overall syntactic complexity, syntactic complexity by subordination, and frequency of conjoined clauses), accuracy (general accuracy and accuracy of connectors), and fluency (silent pause frequency and speed fluency). For advanced speakers, incidence of false starts also emerged as predicting communicatively adequate speech. Task type did not influence the link between linguistic features and adequacy

The Roles of Recasts, Task Complexity, and Aptitude in Child Second Language Development

This study investigated the effects of task complexity on child learners’ second language (L2) gains, the relationship between aptitude and L2 development, and the extent to which task complexity influences this relationship when recasts are provided. Sixty child EFL learners were assigned to two experimental groups. During the treatment, one group completed simple information transmission tasks, whereas the other group performed complex decision‐making tasks. In response to errors in the use of the present third person singular verb forms, participants received recasts. L2 development was measured through oral production, written production, and elicited imitation tests. Aptitude was assessed through LLAMA D, LLAMA E, and LLAMA F. Less cognitively demanding tasks were more beneficial. Participants’ performance on LLAMA E predicted L2 gains measured through elicited imitation, and their LLAMA D scores predicted development measured through the oral and written production tests under complex task conditions

Heat waves in Hungarian plant production

A momentous inference of heat waves is the economic effect. The main demage after the human problems will caused by theeseextreme events in agriculture. For example a long hot peiod without any percipitation can exterminate not only the annual yield, but also itcan demage or in extreme situation it can destroy the whole orchard. Especially endangered most of the fruits, because an extreme summerwith high temperature which usually goes hand in hand with an arid period can modify growth of the plant. Our investigations show thataccording to the most widely accepted climate change scenarios heat waves are expected to be essentially longer and hotter than in the past.It might happen that events we now define as heat waves last through entire summer. Although it will not be general, the length and intensityof present heat waves could also multiply. Based on data provided by some global circulation models, we might be face an event that exceedsthe hottest heat waves of the 20th century by as much as 12 °C. This study also offers a survey of the methodology of heat wave definition.Besides traditional calculations, we present two unconventional methods by introducing minimum and maximum temperature heat waves.Weshow in what points this approach is different from those usually adopted and what extra information it may offer.As an extension of the usualstudies, with considering the length of events, we analyse the development of two variants – temperature and duration – and, as a result,classify the extreme heat events according to both length and intensity

Heat waves in Hungarian plant production

A momentous inference of heat waves is the economic effect. The main demage after the human problems will caused by theese extreme events in agriculture. For example a long hot peiod without any percipitation can exterminate not only the annual yield, but also it can demage or in extreme situation it can destroy the whole orchard. Especially endangered most of the fruits, because an extreme summer with high temperature which usually goes hand in hand with an arid period can modify growth of the plant. Our investigations show that according to the most widely accepted climate change scenarios heat waves are expected to be essentially longer and hotter than in the past. It might happen that events we now define as heat waves last through entire summer. Although it will not be general, the length and intensity of present heat waves could also multiply. Based on data provided by some global circulation models, we might be face an event that exceeds the hottest heat waves of the 20th century by as much as 12 °C. This study also offers a survey of the methodology of heat wave definition. Besides traditional calculations, we present two unconventional methods by introducing minimum and maximum temperature heat waves. We show in what points this approach is different from those usually adopted and what extra information it may offer.As an extension of the usual studies, with considering the length of events, we analyse the development of two variants – temperature and duration – and, as a result, classify the extreme heat events according to both length and intensity