Task complexity, modified output, and L2 development in learner–learner interaction

Abstract

This chapter examines the effects of task complexity [± reasoning demands] on modified output and the relationship between output modifications and L2 development. Seventy-nine adult English as a Second Language learners were divided into two groups: (1) low reasoning demands; and (2) high reasoning demands; and engaged in two sets of tasks which targeted English past tense and locative prepositions. While learners modified their output using a variety of modification moves, learners who completed high complexity tasks produced more self-repair than those who completed the low complexity ones. Self-repair was related to learning locatives for the high complexity group only as measured by delayed grammaticality judgment and oral post-tests. Pushed output, as well as the total amount of modified output, was related to learning past tense for the low complexity group only as measured by delayed grammaticality judgment post-tests. These findings are discussed in light of the Cognition Hypothesis and show an intricate pattern among level of task complexity, type of target structure, type of modified output, and learning.

Publication Title

Task-Based Language Teaching

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