The Effects of Increasing Task Complexity on EFL Learners’ Writing Performance

Jiaxin XING

Abstract


This study examined the effects of task complexity on Chinese EFL learners’ argumentative writing performance in terms of complexity, accuracy and fluency. Thirty-one non-English majors in a university are included as participants. They are required to write about two argumentative titles with different complexity. The results reveal that the fluency, accuracy and syntactic complexity reduced as the task complexity increased, while the lexical variety enhanced. Based on the findings, some pedagogical implications for task design and task-based instruction are drawn.


Keywords


Task-based language teaching; Task complexity; Complexity; Accuracy; Fluency

Full Text:

PDF

References


de Larios, J. R., Marín, J., & Murphy, L. (2001). A temporal analysis of formulation processes in L1 and L2 writing. Language Learning, 51(3), 497-538.

Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Aquisition, 26, 59-84.

Gilabert, R. (2007). Effects of manipulating task complexity on self-repairs during L2 oral Production. IRAL, 45, 215-240.

Hunt, K. W. (1965). Grammatical structures written at three grade levels. National Council of Teachers of English.

Ishikawa, T. (2006). The effect of manipulating task complexity along +/- Here and now dimension on English written narrative discourse. In C. M. Garcia-Mayo (Ed.), Investigating tasks in formal language learning (pp.136-156). Clevedon: Multilingual Matters.

Kellogg, R.T. (1996). A model of Working Memory in writing. In C. M. Levy, & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences and applications (pp.57-72). Mahwah, NJ: Lawrence Erlbaum Associates.

Kuiken, F., & Vedder, I. (2007). Task complexity and measures of linguistic performance in L2 writing. International Review of Applied Linguistics in Language Teaching, 3, 261-284.

Kuiken, F., Mos, M., & Vedder, I. (2005). Cognitive task complexity and second language writing performance. In S. Foster-Cohen, M. P. Garcia-Mayo, & J. Cenoz. (Eds.), EuroSLA yearbook (pp.195-222). Amsterdam: John Beniamins.

Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modelling and assessing second language acquisition (Vol.18, pp.77-99). Clevedon, Avon: Multilingual Matters Ltd.

Luo, S. Q., & Skehan, P. (2008). Task difficulty factors in the task-based assessment. Foreign Language Education in China, 1, 66-80.

Malvern, D., & Richards, B. (2002). Investigating accommodation in language proficiency interviews using a new measure of lexical diversity. Language Testing, 1, 85-104.

Michel, M. C., Kuiken, F., & Vedder, I. (2007). The influence of complexity in monologic versus dialogic tasks in Dutch L2. International Review of Applied Linguistics in Language Teaching, 45, 241-259.

Ong, J., & Zhang, L. J. (2010). Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing. Journal of Second Language Writing, 19, 218-233.

Rahimpour, M., & Hosseini, P. (2010). The impact of task complexity on L2 learners’ written narratives. English Language Teaching, 3, 198-206.

Robinson, P. (2001a). Task complexity, cognitive resources, and syllabus design: A triadic framework for investigating task influences on SLA. In P. Robinson (Ed.), Cognition and Second Language Instruction. Cambridge University Press.

Robinson, P. (2001b). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22, 27-57.

Robinson, P. (2007). Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. International Review of Applied Linguistics, 45, 237-57.

Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings, Language Learning, 49(1), 93-120.

Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62.

Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.

VanPatten, B. (1990). Attending to content and form in the input: An experiment in consciousness. Studies in Second Language Acquisition, 12, 287-301.

Wolfe-Quitero, Inagaki, K. S., & Kim, H. Y. (1998). Second Language Development in Writing: Measures of Fluency, Accuracy, and Complexity. Honolulu: University of Hawaii Press.




DOI: http://dx.doi.org/10.3968/7711

Refbacks

  • There are currently no refbacks.


Copyright (c) 2015 Studies in Literature and Language



Share us to:   

 

Online Submission: http://cscanada.org/index.php/sll/submission/wizard


Reminder

How to do online submission to another Journal?

If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.


We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: [email protected]; [email protected]; [email protected]

 Articles published in Studies in Literature and Language are licensed under Creative Commons Attribution 4.0 (CC-BY).

 STUDIES IN LITERATURE AND LANGUAGE Editorial Office

Address: 1055 Rue Lucien-L'Allier, Unit #772, Montreal, QC H3G 3C4, Canada.
Telephone: 1-514-558 6138 
Website: Http://www.cscanada.net; Http://www.cscanada.org 
E-mail: [email protected]; [email protected]; [email protected]

Copyright © 2010 Canadian Academy of Oriental and Occidental Culture