The effect of task constraints on idea generation in creative word-formation group work for beginner-level German learners

Antón, 1999, Socio-cognitive functions of L1 collaborative interaction in the L2 classroom, The Modern Language Journal, 83, 233, 10.1111/0026-7902.00018 Bao, 2019, Comparing input and output tasks in EFL learners' vocabulary acquisition, TESOL International Journal, 14, 1 Baruah, 2008, Effects of training on idea generation in groups, Small Group Research, 39, 523, 10.1177/1046496408320049 Bauer, 2001 Bell, 2005, Exploring L2 language play as an aid to SLL: A case study of humour in NS-NNS interaction, Applied Linguistics, 26, 192, 10.1093/applin/amh043 Bell, 2012, Comparing playful and nonplayful incidental attention to form, Language Learning, 62, 236, 10.1111/j.1467-9922.2011.00630.x Bell, 2012, Formulaic language, creativity, and language play in a second language, Annual Review of Applied Linguistics, 32, 189, 10.1017/S0267190512000013 Berg, 2012, Determinants of the extent of compound use: A contrastive analysis. Linguistics, An Interdisciplinary Journal of the Language Sciences, 50, 269 Broner, 2001, Is it fun? language play in a fifth-grade Spanish immersion classroom, The Modern Language Journal, 85, 363, 10.1111/0026-7902.00114 Brooks, 2010, Mediating between scientific and spontaneous concepts through languaging, Language Awareness, 19, 89, 10.1080/09658410903440755 Bushnell, 2009, ‘Lego my keego!’: An analysis of language play in a beginning Japanese as a foreign language classroom, Applied Linguistics, 30, 49, 10.1093/applin/amn033 Carless, 2008, Student use of the mother tongue in the task-based classroom, ELT Journal, 62, 331, 10.1093/elt/ccm090 Carless, 2012, TBLT in EFL settings: Looking back and moving forward, 345, 10.1075/tblt.4.20car Cekaite, 2005, Language play, a collaborative resource in children's L2 learning, Applied Linguistics, 26, 169, 10.1093/applin/amh042 Chiu, 2000, Group problem solving processes: Social interactions and individual actions, Journal for the Theory of Social Behavior, 30, 26, 10.1111/1468-5914.00118 Chiu, 2003, Rudeness and status effects during group problem solving: Do they bias evaluations and reduce the likelihood of correct solutions?, Journal of Educational Psychology, 95, 506, 10.1037/0022-0663.95.3.506 Choi, 2016, Interactional behaviours of low-proficiency learners in small group work, 113 Cho, 2018, Promoting creativity through language play in EFL classrooms, TESOL Journal, 9, 1, 10.1002/tesj.416 Chua, 2008, Creativity as a matter of choice: Prior experience and task instruction as boundary conditions for the positive effect of choice on creativity, Journal of Creative Behavior, 42, 164, 10.1002/j.2162-6057.2008.tb01293.x Cook, 2000 Dobao, 2014, Vocabulary learning in collaborative tasks: A comparison of pair and small group work, Language Teaching Research, 18, 497, 10.1177/1362168813519730 Dörnyei, 2003 Duff, 2014, Communicative language teaching, 15 Ellis, 2003 Erlam, 2018, Task-based language teaching for beginner-level learners of L2 French: An exploratory study, Canadian Modern Language Review, 74, 1, 10.3138/cmlr.3831 Firth, 2007, Second/foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA, The Modern Language Journal, 91, 800, 10.1111/j.1540-4781.2007.00670.x Gallardo del Puerto, 2021, The role of proficiency and pair formation method in language-related episodes: A study of young CLIL learners' interaction, Language Teaching Research, 1–19 Heidari-Shahreza, 2018, Focus on form and fun: EFL learners' playful language-related episodes (PLRES), TESL-EJ, 22, 1 Iida, 2011 Joyce, 2009 Kaivanpanah, 2017, The Effects of task type on the quality of resolving language-related episodes and vocabulary learning, TESOL Journal, 8, 920, 10.1002/tesj.311 Knouzi, 2010, Self-scaffolding mediated by languaging: Microgenetic analysis of high and low performers, International Journal of Applied Linguistics, 20, 23, 10.1111/j.1473-4192.2009.00227.x Komiya Samimy, 2004, Perspectives: Toward the development of intercultural communicative competence: Theoretical and pedagogical implications for Japanese English teachers, JALT Journal, 26, 245, 10.37546/JALTJJ26.2-7 Lantolf, 2008 Lantolf, 2006 Laufer, 2011, Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination, Language Teaching Research, 15, 391, 10.1177/1362168811412019 Leeser, 2004, Learner proficiency and focus on form during collaborative dialogue, Language Teaching Research, 8, 55, 10.1191/1362168804lr134oa Lindstromberg, 2008, The mnemonic effect of noticing alliteration in lexical chunks, Applied Linguistics, 29, 200, 10.1093/applin/amn007 Littlewood, 2007, Communicative and task-based language teaching in East Asian classrooms, Language Teaching, 40, 241, 10.1017/S0261444807004363 Lucas, 2005, Language awareness and comprehension through puns among ESL learners, Language Awareness, 14, 221, 10.1080/09658410508668838 Markee, 2000 Marron, 2018, Chain free association, creativity, and the default mode network, Neuropsychologia, 118, 40, 10.1016/j.neuropsychologia.2018.03.018 Milliken, 2003, Diversity and creativity in work groups, 32 Mori, 2002, Task design, plan, and development of talk-in interaction: An analysis of a small group activity in a Japanese language classroom, Applied Linguistics, 23, 323, 10.1093/applin/23.3.323 Mori, 2004, Negotiating sequential boundaries and learning opportunities: A case from a Japanese language classroom, The Modern Language Journal, 88, 536, 10.1111/j.0026-7902.2004.t01-17-.x Mori, 2009, Language learning, cognition, and interactional practices: An introduction, International Review of Applied Linguistics in Language Teaching, 47, 1, 10.1515/iral.2009.001 Nassaji, 2010, Collaborative and individual output tasks and their effects on learning English phrasal verbs, Language Teaching Research, 14, 397, 10.1177/1362168810375364 Nation, 2013 Neary-Sundquist, 2015, Aspects of vocabulary knowledge in German textbooks, Foreign Language Annals, 48, 68, 10.1111/flan.12126 Ness, 2019, Polyphonic orchestration: The dialogical nature of creativity, 189 Nijstad, 2003, Cognitive stimulation and interference in idea generating groups, 137 Pomerantz, 2007, Learning to play, playing to learn: FL learners as multicompetent language users, Applied Linguistics, 28, 556, 10.1093/applin/amm044 Poupore, 2016, Measuring group work dynamics and its relation to L2 learners' task motivation and language production, Language Teaching Research, 20, 719, 10.1177/1362168815606162 Runco, 2012, The standard definition of creativity, Creative Research Journal, 24, 92, 10.1080/10400419.2012.650092 2010 Schegloff, 1991, Conversation analysis and socially shared cognition Schipke, 2011, Early word formation in German language acquisition: A study on word formation growth during the second and third years, First Language, 31, 67, 10.1177/0142723709359240 Shintani, 2013, The effect of focus on form and focus on forms instruction on the acquisition of productive knowledge of L2 vocabulary by young beginning-level learners, Tesol Quarterly, 47, 36, 10.1002/tesq.54 Sterling, 2015, The occurrence of teacher-initiated playful LREs in a Spanish L2 classroom, System, 53, 73, 10.1016/j.system.2015.07.002 Stokes, 2006 Storch, 2008, Metatalk in a pair work activity: Level of engagement and implications for language development, Language Awareness, 17, 95, 10.1080/09658410802146644 Suzuki, 2017, The effect of quality of written languaging on second language learning, Writing & Pedagogy, 8, 461, 10.1558/wap.27291 Suzuki, 2009, Languaging in grammar exercises by Japanese EFL learners of differing proficiency, System, 37, 217, 10.1016/j.system.2008.10.001 Swain, 2005, The output hypothesis: Theory and research, 471 Swain, 2006, Languaging, agency and collaboration in advanced language proficiency, 95 Swain, 2002, Peer-peer dialogue as a means of second language learning, Annual Review of Applied Linguistics, 22, 171, 10.1017/S0267190502000090 Swain, 1998, Interaction and second language learning: Two adolescent French immersion students working together, The Modern Language Journal, 82, 320, 10.1111/j.1540-4781.1998.tb01209.x Swain, 2000, Task-based second language learning: The uses of the first language, Language Teaching Research, 4, 251, 10.1177/136216880000400304 Swain, 2013, A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate, Journal of Immersion and Content-based Language Education, 1, 101, 10.1075/jicb.1.1.05swa Swain, 2009, Languaging: University students learn the grammatical concept of voice in French, The Modern Language Journal, 93, 5, 10.1111/j.1540-4781.2009.00825.x Tarone, 2000, Getting serious about language play: Language play, interlanguage variation and second language acquisition, 31 Tin, 2011, Language creativity and co-emergence of form and meaning in creative writing tasks, Applied Linguistics, 32, 215, 10.1093/applin/amq050 Tin, 2012, Freedom, constraints and creativity in language learning tasks: New task features, Innovation in Language Learning and Teaching, 6, 177, 10.1080/17501229.2011.628024 Tin, 2013, Towards creativity in ELT: The need to say something new, ELT Journal, 67, 385, 10.1093/elt/cct022 Tocalli-Beller, 2007, Riddles and puns in the ESL classroom: Adults talk to learn, 143 Van Dam, 2002, Ritual, face, and play in a first English lesson: Bootstrapping a classroom culture, 237 Wang, 2019, The influence of creative task engagement on English L2 learners' negotiation of meaning in oral communication tasks, System, 80, 83, 10.1016/j.system.2018.10.015 Williams, 2001, The effectiveness of spontaneous attention to form, System, 29, 325, 10.1016/S0346-251X(01)00022-7 Willis, 2007