Speakers
Description
This presentation summarises a research project on learners’ ability to notice new language during tasks with different cognitive demands. Task conditions were modified by altering glossary use, adding or removing side tasks, and providing either individual or paired planning time. The results showed that task design influenced noticing: higher complexity sometimes boosted the learners’ attention to the target language, but it also raised perceived difficulty and, in certain cases, hindered long-term retention.
Summary
This presentation summarises a research project on learners’ ability to notice new language during tasks with different cognitive demands. Task conditions were modified by altering glossary use, adding or removing side tasks, and providing either individual or paired planning time. The results showed that task design influenced noticing: higher complexity sometimes boosted the learners’ attention to the target language, but it also raised perceived difficulty and, in certain cases, hindered long-term retention.
| Teaching Context | College and university education |
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