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The Impact of the Generic Features of Tasks on L2 Learners’ Written Production

Procedia - Social and Behavioral Sciences
DOI: 10.1016/j.sbspro.2012.05.178
  • Task-Based Language Teaching And Learning
  • Accuracy
  • Fluency
  • Complexity
  • Genre
  • Education


Abstract A growing body of research in the past decade has been devoted to the investigation of various aspects of taskbased language teaching (Ellis, 2003, 2005; Foster & Skehan, 1996, 1999; Skehan & Foster, 1999; Tavakoli & Foster, 2008; Rahimpour, 1999, 2008, 2010; Salimi and Yusefi, 2009, Salimi et al., 2011; Dadashpour, 2011). A review of the studies conducted on tasks revealed that there is a gap in literature on the effects of generic features of tasks on learners’ performance. The present study aims at investigating the effect of generic features of tasks on L2 learners’ written performance in EFL context. The participants of the study were 30 intermediate learners of English as a foreign language. The participants were asked to perform on three tasks with different generic features. Their written performance on the tasks was analyzed according to the measures introduced by Ellis, 2008. T-test was employed as the statistical means of analysis. The findings revealed that generic features of task didn’t have a significant effect on accuracy, fluency, and complexity of L2 learners’ written performance. The study carries significant implications for SLA researchers and language teachers.

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