چکیده:
Based on Robinson’s Cognition Hypothesis, this study explored the
effects of task complexity on the lexical complexity of Iranian EFL
students’ argumentative writing. This study was designed to explore
the manipulation of cognitive task complexity along +/-single task
dimension (a resource dispersing dimension in Robinson’s triadic
framework) on Iranian EFL learners’ production in term of lexical
complexity. To this end, based on the results of the writing test of
TOFEL (2004), 48 learners were selected and assigned to two groups,
simple task group (STG, n = 24) and complex task group (CTG, n=
24) randomly. The participants in the STG were given an eight-frame
picture which had been arranged in the correct sequence before its
administration (+single task). 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 measures of
lexical complexity. The null hypothesis was nullified since the results
indicated positive significant impact of +/-single dimension on lexical
complexity. Regarding the results of the present study, it can be
stated that when the participants were engaged putting the pictures
in their correct order in the complex task, they carried out deeper
semantic processing in order to find the reasonable order, which
might lead to the better activation of their exemplar-based system
and made them browse it more deeply. It was found that, at least in
the Iranian context, Robinson’s (2005) predictions were more
convincing.
خلاصه ماشینی:
com Based on Robinson’s Cognition Hypothesis, this study explored the effects of task complexity on the lexical complexity of Iranian EFL students’ argumentative writing.
This study was designed to explore the manipulation of cognitive task complexity along +/-single task dimension (a resource dispersing dimension in Robinson’s triadic framework) on Iranian EFL learners’ production in term of lexical complexity.
Recently, the effect of task characteristics on learners’ language production and development is hotly debated (Bygate, 1999; Ellis, 2003; Masrom, Daud, & Alwi, 2015; Robinson, 2003, 2005; Schmidt, 1993; Skehan & Foster, 2001; Tavakoli & Foster, 2008).
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; 3.
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.
Regarding the results of the present study, it can be stated that when the participants were engaged putting the pictures in their correct order in the complex task, they carried out deeper semantic processing in order to find the reasonable order, which might lead to the better activation of their exemplar-based system and made them browse it more deeply.