The effects of task complexity on learnerlearner interaction

Abstract Over the past few decades, due to the increasing use of interactional tasks in second language (L2) classrooms, researchers have become interested in examining the factors affecting the learners’ interactional processes as well as L2 learning. For instance, the Cognition Hypothesis states that requiring L2 learners to engage in complex tasks facilitates L2 learning by promoting interaction, focus on form, and attention to more complex linguistic structures [Robinson, P., 2001a. Task complexity, task difficulty, and task production: exploring interactions in a componential framework. Applied Linguistics 22, 27–57; Robinson, P., 2001b. Task complexity, cognitive resources and syllabus design: a triadic framework for examining task influences on SLA. In: Robinson, P. (Ed.), Cognition and Second Language Instruction. Cambridge University Press, Cambridge, pp. 287–318; Robinson, P., 2005. Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. IRAL 43, 1–32]. The purpose of the current study was to identify the impact of task complexity on the occurrence of language-related episodes (LREs) during task-based interaction in two task types (i.e., picture narration and picture difference tasks). Thirty-four ESL students with two different proficiency levels carried out four tasks which differed in terms of task complexity and task type. Their interaction was transcribed and analyzed in terms of the occurrence and resolution of LREs. The results indicated that the effects of task complexity on the occurrence of learning opportunities differed depending on task types and learner proficiency. The findings are discussed in terms of the theoretical implications for Robinson’s Cognition Hypothesis and pedagogical implications for task-based interaction in L2 classrooms.

[1]  Susan M. Gass,et al.  Tasks and Language Learning: Integrating Theory and Practice. Multilingual Matters 93. , 1993 .

[2]  P. Skehan.  语言学习认知法 = A cognitive approach to language learning , 1998 .

[3]  Martin Bygate.  Effects of task repetition on the structure and control of language. , 2001 .

[4]  Alison Mackey,et al.  Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads , 2003 .

[5]  M. Swain,et al.  Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together , 1998 .

[6]  Virginia Samuda,et al.  Tasks in Second Language Learning , 2007 .

[7]  Noriko Iwashita,et al.  The Effect of Learner Proficiency on Interactional Moves and Modified Output in Nonnative-Nonnative Interaction in Japanese as a Foreign Language. , 2001 .

[8]  Alison Mackey,et al.  Input, interaction and output in SLA. , 2007 .

[9]  Peter Skehan,et al.  The Influence of Planning and Task Type on Second Language Performance , 1996, Studies in Second Language Acquisition.

[10]  Alison Mackey,et al.  The effects of task repetition on linguistic output , 1999 .

[11]  Peter Skehan,et al.  The Influence of Task Structure and Processing Conditions on Narrative Retellings. , 1999 .

[12]  YouJin Kim,et al.  The Contribution of Collaborative and Individual Tasks to the Acquisition of L2 Vocabulary , 2008 .

[13]  Rhonda Oliver,et al.  The impact of planning time on children’s task-based interactions , 2006 .

[14]  P. Skehan.  A FRAMEWORK FOR THE IMPLEMENTATION OF TASK-BASED INSTRUCTION , 1996 .

[15]  Merrill Swain,et al.  Effects of proficiency differences and patterns of pair interaction on second language learning: collaborative dialogue between adult ESL learners , 2007 .

[16]  Susan M. Gass,et al.  Input, interaction, and the second language learner , 1994 .

[17]  Peter Robinson,et al.  Task Complexity and Second Language Narrative Discourse , 1995 .

[18]  P. Robinson,et al.  Investigating Second Language Task Complexity , 1995 .

[19]  Rod Ellis,et al.  Task-based Language Learning and Teaching , 2003 .

[20]  P. Robinson,et al.  Task complexity, the Cognition Hypothesis and second language learning and performance , 2007 .

[21]  Rod Ellis,et al.  Planning and task performance in a second language , 2005 .

[22]  Alison Mackey,et al.  Interactional tasks and English L2 learning by immigrant children in Singapore , 2005 .

[23]  Michael H. Long.  The Role of the Linguistic Environment in Second Language Acquisition , 1996 .

[24]  P. Robinson.  Task complexity, task difficulty, and task production: exploring interactions in a componential framework , 2001 .

[25]  Michael J. Leeser.  Learner proficiency and focus on form during collaborative dialogue , 2004 .

[26]  Noriko Iwashita,et al.  Can We Predict Task Difficulty in an Oral Proficiency Test? Exploring the Potential of an Information‐Processing Approach to Task Design , 2001 .

[27]  Assia Slimani-Rolls,et al.  Rethinking task-based language learning: what we can learn from the learners , 2005 .

[28]  Peter Robinson,et al.  Cognition and Second Language Instruction: Task complexity, cognitive resources, and syllabus design: a triadic framework for examining task influences on SLA , 2001 .

[29]  Alison MacKey.  Practice in a Second Language: Interaction as practice , 2007 .

[30]  YouJin Kim,et al.  The effect of interlocutor proficiency on the collaborative dialogue between Korean as a second language learners , 2008 .

[31]  Kim Mcdonough,et al.  Learner-Learner Interaction during Pair and Small Group Activities in a Thai EFL Context. , 2004 .

[32]  George Yule,et al.  Resolving Referential Conflicts in L2 Interaction: The Effect of Proficiency and Interactive Role † , 1990 .

[33]  Roger Gilabert Guerrero.  Task Complexity and L2 Narrative Oral Production , 2005 .

[34]  Jessica Williams.  Learner-Generated Attention to Form. , 1999 .

[35]  Peter Robinson,et al.  Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty , 2007 .

[36]  Maria Mos,et al.  Cognitive task complexity and second language writing performance , 2005 .

[37]  Susan M. Gass,et al.  Tasks in a Pedagogical Context: Integrating Theory and Practice , 1993 .

[38]  Peter Robinson,et al.  Cognitive Complexity and Task Sequencing: Studies in a Componential Framework for Second Language Task Design , 2005 .

[39]  Jessica Williams.  The effectiveness of spontaneous attention to form , 2001 .

[40]  Folkert Kuiken,et al.  Cognitive task complexity and linguistic performance in French L2 writing , 2006 .

[41]  R. Oliver.  Negative Feedback in Child NS-NNS Conversation , 1995, Studies in Second Language Acquisition.