This paper presents the overarching conclusions of three consecutive investigations into task-based L2 performance. It aims at giving a better understanding of how changes in the number of elements referred to in a task affect L2 production, and how this relates to cognitive task complexity. Furthermore, it evaluates differences between monologic and dialogic tasks, and searches for combined effects of the factors ‘± elements’ and ‘± monologic’. Analyses examined the oral task performances of 152 participants by using global measures of linguistic complexity, accuracy, and fluency as well as a task specific measure. Results revealed hardly any effects of the manipulation of the number of elements. Dialogic tasks, however, consistently guided L2 performers towards greater accuracy, lexical complexity, and fluency. The discussion compares these findings to native speaker baseline data, reviews the results in light of Robinson’s (2005) Cognition Hypothesis, and highlights the cognitive impact of the factor ‘± monologic’.
2024. The effects of task complexity and task sequencing on L2 performance: a systematic review. The Language Learning Journal► pp. 1 ff.
Qian, Li & Sarimah Shamsudin
2023. One size fits all? The role of task complexity in L2 production via the audio chat. Asian-Pacific Journal of Second and Foreign Language Education 8:1
Gurzynski-Weiss, Laura
2021. Let’s talk tasks. TASK. Journal on Task-Based Language Teaching and Learning 1:2 ► pp. 289 ff.
Khatib, Mohammad & Mahsa Farahanynia
2020. Planning conditions (strategic planning, task repetition, and joint planning), cognitive task complexity, and task type: Effects on L2 oral performance. System 93 ► pp. 102297 ff.
Mostafa, Tamanna, YouJin Kim & Eric Friginal
2020. Examining a developmentally based measure of L2 oral performances: Does it predict L2 learners’ oral proficiency?. System 89 ► pp. 102197 ff.
Santos, Sara
2018. Effects of task complexity on the oral production of Chinese learners of
Portuguese as a foreign language. Journal of the European Second Language Association 2:1 ► pp. 49 ff.
Plonsky, Luke & YouJin Kim
2016. Task-Based Learner Production: A Substantive and Methodological Review. Annual Review of Applied Linguistics 36 ► pp. 73 ff.
Kim, YouJin
2015. The Role of Tasks as Vehicles for Language Learning in Classroom Interaction. In The Handbook of Classroom Discourse and Interaction, ► pp. 163 ff.
This list is based on CrossRef data as of 2 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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