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The effect of the SSARC model of task sequencing on L2 written production

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The effect of the SSARC model of task sequencing on L2 written production

Allaw, Elissa (2016) The effect of the SSARC model of task sequencing on L2 written production. Masters thesis, Concordia University.

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Abstract

Planning lessons based on task sequencing is considered a problem in task-based language teaching as there is no one-agreed upon theoretical framework to sequence tasks in a way to promote better learning. Robinson’s (2010) proposal to sequence tasks based on his Cognition Hypothesis and Triadic Componential Framework gave rise to one of the most researched models to sequence tasks. This model is known as the SSARC (stabilize, simplify, automatize, reconstruct, and complexify) model of task sequencing. Nonetheless, there are not enough studies to empirically support the claims of the SSARC model, and thus, the question whether there is a universal task design that can systematically predict learners’ interlanguage development is still not answered. Thus, this study is aimed at exploring the effect of the SSARC model of task sequencing on written language development. The following research question was investigated: Does the SSARC model of task sequencing encourage French L2 students to use new lexical and grammatical forms in writing and will it, in turn, lead to higher accuracy, fluency, and complexity of written production? The study took place in a private elementary school in Lebanon. The participants (n=42) were divided into two experimental groups. The first group (n=21) performed treatment tasks in ascending order of cognitive complexity. The other group (n=21) performed treatment tasks in descending order of task complexity. The participants carried out a pre-test, immediate post-test, and delayed post-test two weeks later. Each test consisted of 4 sections: vocabulary section, spatial expression section, relative pronouns section, and paragraph writing section. Results from mixed ANOVA tests indicated that simple-to-complex group outperformed the complex-to-simple group on immediate post-test and delayed post-test on all measures, except for complexity. Results are discussed in light of Cognition Hypothesis and followed by pedagogical implications for task sequencing in second language context.

Divisions:Concordia University > Faculty of Arts and Science > Applied Linguistics
Item Type:Thesis (Masters)
Authors:Allaw, Elissa
Institution:Concordia University
Degree Name:M.A.
Program:Applied Linguistics
Date:6 December 2016
Thesis Supervisor(s):McDonough, Kim
Keywords:task sequencing, cognitive complexity, SSARC model, simple-to-complex sequence, complex-to-simple sequence.
ID Code:982096
Deposited By: ELISSA ALLAW
Deposited On:29 May 2017 19:21
Last Modified:18 Jan 2018 17:54
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