The Effects of Mode and Task Complexity on Second Language Production

This paper reviews recent research that has manipulated task complexity variables to gauge their effects on L2 learning. This review draws upon Robinson’s Triadic Componential Framework for task design (2001a) which suggests that increases in task complexity levels should be an important consideration when designing and sequencing a task-based language syllabus. Most of the studies discussed support Robinson’s contention that more complex tasks result in greater accuracy and complexity in L2 learners’ language production. This would imply the need to consider task complexity variables in selecting, designing and administering tasks in the second language classroom to achieve optimum effects on the learning process. Teachers would also have to be conscientious in evaluating cognitive loads of tasks to ensure heightened attention to meaning and forms. Also, the potential of using task complexity level as an organising principle for a second-language syllabus needs to be further explored and investigated.

Download Full-text

The Effect of Planning on Complexity, and Accuracy in Second Language Production: A Case Study in Learner’s Writing

ELS Journal on Interdisciplinary Studies in Humanities ◽

10.34050/els-jish.v1i4.5762 ◽

2018 ◽

Vol 1 (4) ◽

pp. 467-474

Author(s):

Komara Suhendar

Keyword(s):

Second Language ◽

Language Production ◽

Average Length ◽

Slight Improvement ◽

L2 Learners ◽

English Speaking ◽

The Subject ◽

First Time ◽

And Task

This case study investigates the effect of planning on complexity, and accuracy in second language (L2) learners’ writing. The subject of the research is a twenty-four-year-old-Indonesian student named Della. She is selected due to her most current IELTS score, and her first-time residence in English speaking country. The participant is asked to write two writing tasks which was taken from IELTS topics. While the duration of time is set for the first task, the second task is not limited by time. After that, the results are compared and analyzed by means of T-unit as in Hunt (1965). The result of the research shows that planning may lead to slight improvement in learner’s writing. In terms of accuracy, there is 69.23% of error-free T-unit in task 1, and 72.22% in task 2. Similarly, in connection with complexity, the average length of T-unit and clauses in task 1 and task 2 is 12.92 and 15 respectively.

Download Full-text

Researching Second Language Task Complexity: A Critical Review

English Language and Literature Studies ◽

10.5539/ells.v5n4p87 ◽

2015 ◽

Vol 5 (4) ◽

pp. 87

Author(s):

Jiaxin Xing

Keyword(s):

Language Production ◽

Task Complexity ◽

Empirical Studies ◽

Future Research ◽

Production Task ◽

Teaching Pedagogy ◽

The Past ◽

Task Features ◽

Made In ◽

And Task

<p>The past three decades witnesses a substantial development of task-bask language teaching (TBLT) and task-based research (TBR). Consequently, task has become a fashionable word in both L2 teaching pedagogy and SLA research. Among many task features, task complexity has attracted researchers’ attention due to its importance in task implementation. This paper aims to provide a comparatively comprehensive review of the studies conducted so far. It first explores the development of the construct task complexity, and then critically reviewes some empirical studies about task complexity and language production, task complexity and interaction, and task complexity and language development. Finally, the paper summarizes the achievement that has already been made in the field and predicted the orientations for future research.</p>

Download Full-text