Abstract
The present study is an attempt to explore the effect of different task -based syllabus on Iranian EFL Learners’ Oral courses in Terms of Accuracy, Fluency. The outcome of this study could show a light on designing tasks with applicable level of cognitive complexity. The construct of task complexity and its importance in grading and sequencing of pedagogic tasks are discussed. Then, mention will be made of different models and criteria for estimating task complexity. After that, the most comprehensive model (Robinson's Triadic Framework or The Cognition hypothesis) will be discussed in great details. Furthermore, the outcome may prove insightful visions for material producers in preparing tasks and for learners in evaluating their promotion. A questionnaire was assembled for teachers to explore the teaching/learning environment and any problematic areas in this process. Finally, the role of the Task Complexity in grading and sequencing pedagogical tasks will be touched upon.
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