Effects of the Application of Cummins‟ Model on Learners‟ Language Use

Abstract

Studies on language use in task-based activities have shown that there are effects of task complexity, which focus on the cognitive demands of tasks, on learners‟ second language (L2) use. However, the use of the first language (L1) and the effect of contextual support have been given lesser attention in these studies. This paper reports an exploration of both learners‟ L1 and L2 use in L2 task-based activities based on Cummins‟ (1981) model of contextual support and cognitive demands of tasks. The main aim of this paper is to explain how Cummins‟ (1981) model can be used in designing L2 tasks, and how the tasks affect learners‟ language use in the classroom. The study involved fourteen L2 learners, who completed four information-gap tasks, in an English as a second language (ESL) class in a university in Malaysia. Learners‟ language use was transcribed verbatim, analysed quantitatively, and compared to Cummins‟ (1981) matrix. The data revealed higher use of L2 in cognitively-demanding tasks, but language use shows no difference when the contextual support is embedded or reduced. This shows that teachers need to consider the cognitive challenge of tasks in order to encourage L2 use in task-based activities