Spanish instructors' operationalisation of task complexity and task sequencing in foreign language lessons.

Autor/in	Gurzynski-Weiss, Laura
Titel	Spanish instructors' operationalisation of task complexity and task sequencing in foreign language lessons.
Quelle	In: Language learning journal, 44 (2016) 4, S. 467-486Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Anmerkungen 6; Literaturangaben; Tabellen 1
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0957-1736; 1753-2167
DOI	10.1080/09571736.2015.1015151
Schlagwörter	Empirische Forschung; Lehrer; Methodik; Fremdsprachenunterricht; Spanischunterricht; Aufgabenstellung
Abstract	A main goal of research on task-based/supported language teaching is to inform foreign/second language classroom practices. However, while literature abounds detailing how tasks can be sequenced to maximise learners' cognitive engagement and language development in experimental contexts, little is known about how instructors interpret and incorporate this research into their classroom practices. The current study contributes to this research need by examining how university-level Spanish FL instructors operationalise task complexity and determine task sequencing in a lesson following training on the Triadic Componential Framework and SSARC model, and how instructors interpret the outcomes of their task sequence. Eight graduate student instructors of FL Spanish in a task-supported language department participated in the study, which took place over a year. In the fall semester, instructors took a FL teaching methods class, which included a unit in which they designed a two-task sequence of increasing complexity. The following spring, the instructors implemented their task sequence in a lesson, were interviewed afterwards and completed an electronic questionnaire. Results demonstrate that graduate student instructors utilised the research presented in training when operationalising cognitive complexity and determining task sequencing. These instructors also focused on task outcomes relating to the requirements of their highly structured teaching context (e.g. the linguistic outcome of the task) rather than communicative, real-world task demands. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2