Chapter 4. Task complexity and linguistic performance in L2 writing and speaking

According to Robinson's Cognition Hypothesis of task-based L2 development, cognitively more demanding tasks will lead to the use of lexically and syntactically more complex language (Robinson 2001a, 2001b, in press). A different viewpoint is held by Skehan (1998) and Skehan & Foster (1999, 2001), who hypothesize that the more attention is required for a task because of its cognitive complexity, the less complex will be the linguistic output. The present research focuses on the relationship between taskcomplexity and linguistic performance in L1 and L2 writing. We report on an experiment carried out among 51 Dutch university students of Italian as a second language. The test included two writing tasks, in which cognitive task complexity was manipulated by varying the number of elements to be described and the required reasoning demands. Pre-existing knowledge of Italian was established by means of a pre-test. In the article, the results and theoretical and pedagogical implications of the study are discussed.

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Task complexity and linguistic performance in advanced college-level foreign language writing

Task-Based Language Learning – Insights from and for L2 Writing - Task-Based Language Teaching ◽

10.1075/tblt.7.07rui ◽

2014 ◽

pp. 163-191 ◽

Cited By ~ 2

Author(s):

Marcela Ruiz-Funes

Keyword(s):

Foreign Language ◽

Task Complexity ◽

College Level ◽

Linguistic Performance ◽

Foreign Language Writing ◽

Language Writing

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EXAMINING THE RELATIVE EFFECTS OF TASK COMPLEXITY AND COGNITIVE DEMANDS ON STUDENTS’ WRITING IN A SECOND LANGUAGE

Studies in Second Language Acquisition ◽

10.1017/s0272263121000310 ◽

2021 ◽

pp. 1-24

Author(s):

Ting Sophia Xu ◽

Lawrence Jun Zhang ◽

Janet S. Gaffney

Keyword(s):

Second Language ◽

Dual Task ◽

Task Complexity ◽

L2 Writing ◽

Task Group ◽

Cognitive Demands ◽

Secondary Tasks ◽

Single Task ◽

Task Conditions ◽

Writing Task

Abstract While many studies have investigated the effect of task complexity on L2 writing, little has been reported on the effects of intended task complexity manipulations on task-generated cognitive demands in L2 writing. This study, therefore, was designed to examine the relative effects of task complexity and cognitive demands on students’ L2 writing. Two argumentative writing tasks were manipulated with varying numbers of elements and reasoning demands to be distinguished either as a simple or complex writing task. Self-ratings and dual-task methodology were adopted to validate the manipulations of task complexity. Thirty-one L2 learners, in the single-task group, were asked to complete two writing tasks and a post-task questionnaire. Participants in the dual-task conditions (30 in Experimental 1 and 31 in Experimental 2) were required to simultaneously complete the primary writing tasks and the secondary tasks. Results from self-ratings and dual-task experiments supported the efficacy of the task complexity manipulations.

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