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S038 | Does task modality matter? Understanding linguistic differences across oral and written tasks

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Session Information

This full-day symposium focuses on issues related to task modality and their effects on second language performance and development. Tasks came to the forefront in the realm of various conceptions of task-based language teaching as well as in the realm of variation in second language oral performance. Over the past few years, with the recognition that writing can facilitate second language learning, researchers have begun trying to understand how task modality can affect language production (Gilabert, Manchón, & Vasylets, 2016). The first featured talk (Polio & Yoon) will discuss the history of and rationale for extending research on task complexity from oral to written language as well as the associated theoretical and methodological problems in doing so. We will solicit empirical studies that address task modality with regard to, but not limited to, task complexity, task repetition, effects of performing oral versus written tasks on short-term and long-term learning, and transfer of learning across modalities. The symposium will end with a second featured talk (Tavokoli) focusing on the relationship between the findings emerging from this body of research and the implications they offer to professional practice in L2 teaching and assessment.

Virtual Session Symposium
August 19, 2021 02:30 PM - August 19, 2022 06:00 PM(Europe/Amsterdam)
Venue : Room 1
20210819T1430 20210819T1800 Europe/Amsterdam S038 | Does task modality matter? Understanding linguistic differences across oral and written tasks

This full-day symposium focuses on issues related to task modality and their effects on second language performance and development. Tasks came to the forefront in the realm of various conceptions of task-based language teaching as well as in the realm of variation in second language oral performance. Over the past few years, with the recognition that writing can facilitate second language learning, researchers have begun trying to understand how task modality can affect language production (Gilabert, Manchón, & Vasylets, 2016). The first featured talk (Polio & Yoon) will discuss the history of and rationale for extending research on task complexity from oral to written language as well as the associated theoretical and methodological problems in doing so. We will solicit empirical studies that address task modality with regard to, but not limited to, task complexity, task repetition, effects of performing oral versus written tasks on short-term and long-term learning, and transfer of learning across modalities. The symposium will end with a second featured talk (Tavokoli) focusing on the relationship between the findings emerging from this body of research and the implications they offer to professional practice in L2 teaching and assessment.

 Room 1 AILA 2021 aila2021@gcb.nl
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Sub Sessions

View Abstract

Task differences in writing versus speaking: Apples and oranges?

Featured 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC
This meta-analysis of genre differences in writing compares the findings to studies conducted within a task complexity framework. One of the goals is to determine whether or not theoretical frameworks for oral tasks can apply to written tasks or if written tasks are best explained in terms of communicative functions.
Presenters Charlene Polio
Michigan State University Hyung-Jo Yoon
California State University, Northridge
View Abstract

The role of modality in L2 language development

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC
This study investigates L2 learners’ language developmental patterns in oral and written modalities on the basis of processability theory. Similarities and differences in L2 learners’ oral and written production were analyzed in terms of the emergence and accuracy of morphosyntactic structures.
Presenters Myeongeun Son
Nagoya University Of Commerce & Business
View Abstract

Linguistic Features Linked to Higher Rated Language Use During Second Language Speaking and Writing Performance: A Cross-Modality Study

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC
This study examines how higher-rated language use during second language speaking and writing performance can be predicted by linguistic features found in speaking and writing samples while controlling for linguistic knowledge. Findings provide similarities and distinctions between speaking and writing in language use including lexical, syntactic, and cohesive features.
Presenters Minkyung Kim
Nagoya University Of Commerce And Business Co-authors
SC
 Scott Crossley
Georgia State University
View Abstract

Task modality, working memory, and L2 outcomes: An individual-differences approach

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC
This study examines how individual differences in executive, phonological, and visuospatial working memory capacity relate to L2 learners’ grammar development and perceptions of task demands in oral and written form-focused tasks.
Presenters Janire Zalbidea
Temple University
View Abstract

Task-modality effects: From theory to practice

FeaturedAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC
The current paper has two prime aims: a) to introduce and discuss the theoretical principles informing research investigating task modality effects, and b) to examine the extent to which task modality research findings can be implemented in L2 teaching and assessment practices.
Presenters Parvaneh Tavakoli
University Of Reading
View Abstract

Tasks across modalities: The effects of Input-based and Output-based Tasks on vocabulary learning in oral and written mode

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/19 12:30:00 UTC - 2022/08/19 16:00:00 UTC
This study investigates whether the effects of input- and output-based tasks on L2 vocabulary gains are influenced by task modality (oral vs. written). The findings demonstrate that both task types are beneficial for word learning, but their effects depend on task modality.
Presenters Phuong-Thao Duong
KU Leuven
299 visits

Session Participants

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Session speakers, moderators & attendees
Prof. Charlene Polio
Michigan State University
Dr. Hyung-Jo Yoon
California State University, Northridge
Prof. Parvaneh Tavakoli
University of Reading
Phuong-Thao Duong
KU Leuven
Myeongeun Son
Nagoya University of Commerce & Business
+ 2 more speakers. View All
Prof. Charlene Polio
Prof. Charlene Polio
Michigan State University
Alsu Buiting
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Slides

AILA__zoom_
Task differences in writing versus sp...
 0 Submitted by Charlene Polio
AILA__AILA__Effects_of_Task_modality
Task-modality effects: From theory to...
 0 Submitted by Parvaneh Tavakoli
AILA__zoom_
The role of modality in L2 language d...
 0 Submitted by Myeongeun Son
AILA__AILA_Zalbidea_Presentation
Task modality, working memory, and L2...
 0 Submitted by Janire Zalbidea
AILA___AILA_Kim___Crossley_presentation
Linguistic Features Linked to Higher ...
 0 Submitted by Minkyung Kim

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