Effects of Task Complexity on Second-Language Production

Abstract

In task-based syllabus design, task sequencing in terms of task complexity, defined by the cognitive demands imposed by the task structure itself, has been a valid candidate for an objective and prospective approach to task-based syllabus design. The present study explored the effects of task complexity on second-language production. Performance data from 30 Korean speakers with English as their L2 were examined in terms of complexity and accuracy on two tasks. The results were discussed from two perspectives: between-task and within-task effects. The between-task comparison revealed that more complex tasks elicited more complex but less accurate production. The within-task comparison also proved that more complex versions of the car tasks induced more complex but less accurate language. In the within-task comparison, task complexity interacted with proficiency and prior knowledge. Methodological limitations and suggestions for future research on task complexity are noted.