Abstract
The present study explored the effects of task complexity on the occurrence of language-related episodes during learner-learner interaction of 40 EFL students. Task complexity was manipulated using two factors: (1) reasoning demands; and (2) number of elements. Participants performed four tasks of two types (picture narration and picture difference). The study bore mixed results; while in some versions of the tasks, complexity and the occurrence of LREs positively correlated, this pattern did not hold true for all the tasks and proficiency levels. Moreover, the observed increase was mostly in the number of lexical LREs than that of grammatical ones.
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