Cognitive process during self correction in L2 English oral production: Comparison between tasks with a high and a low cognitive demand 
会場・時間
- 第3室（2号館2階0222教室）
- 13:35-14:05
発表概要
This study investigated how task difficulty affects cognitive process during self correction in L2 English oral production. English learners were given two direction-giving map tasks: one which requires a high cognitive process in generating message (Task High), and the other which requires a low cognitive process (Task Low). Each task was followed by a stimulated recall interview to determine which stage in the speech model (Levelt, 1989) the participants were engaged in when a self correction was observed. Their comments were categorized into four cognitive stages: conceptualization, lexical encoding, grammatical encoding, and phonological encoding. We hypothesized that Task High would induce more conceptualization than Task Low. The results indicated that there were no significant difference in the cognitive activities between Task High and Task Low. However, the participants focused on conceptual aspect more frequently than grammatical during Task High, while no difference in cognitive process was found in Task Low.
