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Promoting Task-Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity

Promoting Task-Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity

https://devfeature-collection.sl.nsw.gov.au/record/TN_cdi_proquest_journals_1750972729

Promoting Task-Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity

About this item

Full title

Promoting Task-Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity

Author / Creator

Publisher

Malden: Blackwell Publishing Ltd

Journal title

The Modern language journal (Boulder, Colo.), 2015-12, Vol.99 (4), p.656-677

Language

English

Formats

Publication information

Publisher

Malden: Blackwell Publishing Ltd

More information

Scope and Contents

Contents

Robinson's (2001) Cognition Hypothesis claims that more complex tasks promote interaction and language development. This study examined the effect of task complexity in the learning of request-making expressions. Task complexity was operationalized as [+/– reasoning] following Robinson's framework. The study employed a pretest-posttest research des...

Alternative Titles

Full title

Promoting Task-Based Pragmatics Instruction in EFL Classroom Contexts: The Role of Task Complexity

Authors, Artists and Contributors

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Primary Identifiers

Record Identifier

TN_cdi_proquest_journals_1750972729

Permalink

https://devfeature-collection.sl.nsw.gov.au/record/TN_cdi_proquest_journals_1750972729

Other Identifiers

ISSN

0026-7902

E-ISSN

1540-4781

DOI

10.1111/modl.12273

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