Abstract:
In the present study, two different models of task complexity; namely, limited attentional capacity model and cognition hypothesis were examined. To this end, the manipulation of cognitive task complexity along +/- single task dimension on Iranian EFL learners’ production in terms of fluency was explored. Based on the results of the writing test of TOFEL (2004), 48 learners were selected as the participants of the study and were divided into two groups, simple task group (STG, n=24) and complex task group (CTG, n=24). The participants in the STG were given an eight-frame picture which had been arranged in the correct sequence before its administration (+ single task). The participants in the CTG were given all the eight frames which were not arranged in their correct order. These participants were required to order the frames in the right sequence first, before starting writing (- single task). Their output was encoded based on the measure of fluency. One independent sample t-tests was run. The results indicated that the participants significantly generated more words in the complex task. Based on the findings, it can be concluded that in the Iranian context, the predictions of limited attentional capacity model were more accurate.
Machine summary:
Based on the results of the writing test of TOFEL (2004), 48 learners were selected as the participants of the study and were divided into two groups, simple task group (STG, n=24) and complex task group (CTG, n=24).
Key words: Cognitive task complexity, +/- Single task dimension, fluency, cognition hypothesis Introduction Many contemporary researchers, language teachers, material developers, and syllabus designers have directed their attentions to Task-Based Language Teaching (TBLT).
Various definitions have been proposed by different experts (such as Bachman & Palmer, 1996; Breen, 1989; Bygate, 1999; Bygate, Skehan, & Swain, 2001; Crookes, 1986; Lee, 2000; Long, 1985; Nunan, 1989; Richards, Platt, & Weber, 1985; Skehan, 1996, 1998; Swales, 1990).
Memory in cognitive processes Three types of memory are identified (Ellis, 2008): Sensory memory: it maintains the perceived data for a very short time in aniconic or echoic manner; Working/short-term memory: the main processes of attention, perception, and rehearsal are accomplished in this memory in order for the data to be ready to store in an organized manner in the long-term memory, and the limited capacity of working memory hinders the proper information processing, therefore, with regard to language production or comprehension, learners cannot cope with all aspects in the input or output instantaneously, and as a result, they are propelled to overlook some dimensions; Long-term memory: the analyzed data are stored in this memory.
As VanPatten (1996, 2007) declares, while doing some tasks, learners’ first attention is on the meaning and content words in input processing, or as Skehan (1998) articulates, on the retrieval of words from the exemplar-based system in language production.