Abstract
AbstractWith the aim of developing a more reliable understanding of the effects of task complexity and learner-internal factors on L2 performance, a 2×2 within-between participant study was designed to examine the effects intentional reasoning has on L2 performance, and whether learner language proficiency and working memory mediates these effects. Forty- eight learners of English performed two video-based narrative tasks of varying degrees of intentional reasoning, after taking Oxford Placement Test, Elicited Imitation Tasks and backward-digit span tasks. The results demonstrate that intentional reasoning had significant effects on complexity and accuracy, but no impact on fluency. Regression analyses indicated that proficiency and working memory reliably predicted accuracy across both task types. However, language proficiency and working memory contributed differentially to models predicting lexical complexity and speed fluency in the two task types, highlighting the interaction between task complexity and learner-internal factors.
Highlights
Research in task-based language teaching (TBLT) over the past decades has witnessed a growing interest in conceptualising, defining and investigating cognitive task complexity (TC) (e.g., Awwad, Tavakoli & Wright, 2017; Tavakoli & Foster, 2008; Cho, 2018; Declerck & Kormos, 2012; Robinson, 2007; Sasayama, 2016)
The significance of the findings of the current study lies in its contribution to issues related to understanding the role of LP and WM in L2 performance when TC is manipulated along the IR continuum
The present study engaged with disciplinary debates about the impact of TC on second language performance and whether individual differences of WM and LP mediate such effects
Summary
Research in task-based language teaching (TBLT) over the past decades has witnessed a growing interest in conceptualising, defining and investigating cognitive task complexity (TC) (e.g., Awwad, Tavakoli & Wright, 2017; Tavakoli & Foster, 2008; Cho, 2018; Declerck & Kormos, 2012; Robinson, 2007; Sasayama, 2016). 29), or more as “the cognitive load of a second language (L2) communication task” (Sasayama, 2016: 231), is central to research in both TBLT and second language acquisition (SLA) as it is assumed to affect L2 processing, production and acquisition. Several variables have been proposed and examined, e.g., task structure and storyline complexity (Tavakoli & Foster 2008; Tavakoli & Skehan 2005), still it appears that there are many more yet to be investigated
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