Formal Genre-Specific Knowledge as a Resource-Dispersing Feature of Task Complexity
Bibliographic Data
| ID | 5900776 |
|---|---|
| Authors | Mark D Johnson (0000-0003-0015-1514, East Carolina University, corresponding author) |
| Year | 2023 |
| Volume | 8 |
| Issue | 1 |
| Pages | 64 |
| Publication date | 2023-02-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages8010064 |
| OpenAlex | W4321790159 |
| Language | EN |
| Citations received | 2 |
| References cited | 39 |
Recent second language (L2) writing research informed by task-based theories of second language acquisition has enthusiastically adopted task complexity frameworks to describe the specific cognitive demands of a given writing task and the effect of those cognitive demands on written L2 production. However, missing from many studies on the effects of task complexity on L2 written production is a discussion of genre as a potential source of task complexity. This paper examines the potential of genre as a resource-dispersing form of task complexity that is unique to writing. The article summarizes the predictions of task-based theories of second language acquisition particularly the predictions of the Cognition Hypothesis and its intersection with Kellogg's widely-cited model of working memory in writing. It then argues that formal genre-specific knowledge constitutes a resource-dispersing form of task complexity that is distinct from general L2 proficiency and general writing proficiency
Cognition · Cognitive complexity · Cognitive psychology · Cognitive resource theory · Cognitive science · Feature (linguistics · Intersection (aeronautics · Linguistics · Resource (disambiguation · Second language · Second language writing · Task (project management · Task Analysis · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Writing and Handwriting Education
Second Language Task Complexity
Register, Genre, and Style
Variation across Speech and Writing
The Effects of Planning on Fluency, Complexity, and Accuracy in Second Language Narrative Writing
Challenging stereotypes about academic writing
Academic Writing Development at the University Level
Task complexity and linguistic and discourse features of narrative writing performance
Cognitive task complexity and L2 written syntactic complexity, accuracy, lexical complexity, and fluency
Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing
Variability in Second Language Development From a Dynamic Systems Perspective
A dynamic usage based perspective on L2 writing
Working Memory, Thought, and Action
Dynamic Patterns in Development of Accuracy and Complexity
Task complexity, task difficulty, and task production
A Single or Separate Entities? A Genre-Based Investigation Into the Correspondence Between L1 and L2 Writing Skills
Task preparedness and L2 written production
Teaching and Researching Genre Knowledge
Pay Attention to the Phrasal Structures
The reliability and validity of automated tools for examining variation in syntactic complexity across genres
Testing a threshold
Should We Use Characteristics of Conversation to Measure Grammatical Complexity in L2 Writing Development
The Linguistic Development of Students of English as a Second Language in Two Written Genres
The effects of prompts on L2 writing performance and engagement
Cognitive Complexity and Task Sequencing
The Role of Task Complexity, Modality, and Aptitude in Narrative Task Performance
| Citations per year | 0.67 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |