MEASURING TASK COMPLEXITY
Does EFL proficiency matter?
Introduction
Tasks has become in a great instrument to
measure language development and
acquisition since 1993. One field that has awaken a
significant level of interest is that of grading task
complexity according to presupposed emotional
needs on L2 users attention when they perform a
variety of tasks. Consequently, according to
Robinsons Cognition Hypothesis (Robinson, 2001,
2003, 2005) and Skehans Trade-off Hypothesis
(Skehan, 1998) there are two psycholinguistic
structures which allow to observe from different
angles attention allocation -and associated
cognitive complexity.
The present study wants to focus on demonstrate if
factors such as fluency, accuracy, and complexity are
reflected in the different complex tasks carried out
by L2 students of distinct English levels in Spain.
Research Questions
1.Is the perception of task complexity on tasks designed to
represent cognitive complexity differences actually different for
more versus less proficient speakers of English as a foreign
language?
2.Are there observable differences in how designed cognitive task
complexity affects more versus less proficient L2 English
speakers linguistic accuracy, complexity, and fluency?
A. Malicka, M. Levkina
University of Barcelona
Methodology Results cont Limitations and Conclusions
PARTICIPANTS: Research Question 2: Impact of task complexity on L2 - Only the role of two proficiency levels were
There were 37 voluntary (20 high-proficiency and 17 low-proficiency) Spanish and Catalan students of EFL from two production studied.
higher education institutions: International College of Tourism and the University of Barcelona, in Spain; from different - Task complexity significantly influenced accuracy, and lexical and - Low intermediate vs. advanced learners groups do
English levels according to the results of Oxford Placement Test, X-lex, and Y-lex test structural complexity, which all improved in the complex task not represent two significant extremes of
MATERIALS: performance in the high proficiency group. proficiency.
To determine the English level of proficiency two different tests were used: X-lex and YY-lex measures and the Oxford - The complex task also activated importantly positive effects on fluency - If this study would apply the same tasks to a number
Placement Test. Those tests have evidences that demonstrate their effectiveness in EFL studies. Based on the results only in the low proficiency group, but with a co-occurrent decrease in of proficiency levels, a different pattern of task
37 participants from 60 were chosen and then divided in categories: lower, intermediate and advanced. These differences accuracy. performance could be the result.
in levels were thought to establish a relationship with complexity performance. In other words, tasks can be challenging if - This research was carried out in an EFL setting.
the English level is lower than intermediate. - To make a definite statement about the role of
TASKS: proficiency, both EFL and ESL proficiencies would
need to be investigated in relation to task based
There were two versions: In the simple version, participants were given a list of six furniture items. And they had to
performance.
explain where they wanted the objects to be placed on the map of the apartment. In the complex task, participants were
provided with a list of 15 objects, from which they had to choose five, taking into account several factors such as budget, - This small-scale study raises the issue of whether L2
price, color, etc. In the simple task, two items were already placed in the room as an example, it is helpful according to proficiency should be considered as one of the
cognitive psychology theories. In the complex task, there were not any pattern to follow as reference. essential variables in the Cognition hypothesis and
similar contexts.
PROCEDURE:
- Everything was recorded by the researcher.
- Individual assessment in groups of 7-8 participants.
- Time: 1-5 minutes.
- Participants were given the instructions, the sheet of paper with the design of the apartment, one minute to plan it, and
then they performance the first task.
- An affective variable questionnaire was immediately completed after the first task. And the whole process was
repeated with the second task. The participants also completed a time judgment questionnaire to know which task
was the longest to complete. Discussion
Interpretations of the findings according to each research question: References
Research Question 1: Effects of L2 proficiency on the perception of task
Results difficulty.
- The high proficiency group found the complex task less difficult than the
lower proficiency group, both perceptions could be attributed to their
RESULTS: Robinson, P. (2001). Task complexity, task difficulty and
proficiency level.
Research Question 1: Perception of task difficulty task production: Exploring interactions in a
- In the time estimation task, the higher proficiency group had more componential framework: Applied Linguistics, 22(1), 27-
- Greater differences between simple and complex tasks (4.22 vs. 4.06 in the high proficiency group problems in perceiving task complexity, whereas lower proficiency
and 3.94 vs. 3.65 in the low proficiency group, where the simple task is marked as the more difficult participants were more accurate in determining which task required
57.
one. Robinson, P. (2003). Attention and memory during SLA.
more time to be completed. It suggest that learners proficiency plays a
- Differences in the estimation of the tasks where low proficiency participants consider the complex task to In C. Doughty & M. H. Long (Eds.), The handbook of
certain role in task complexity perception.
be more difficult compared to the high proficiency groups perception (4.22 vs. 3.94 for second language acquisition (pp. 631-678). Malden, MA:
simple tasks; 4.06 vs. 3.65 for complex tasks) Blackwell.
Research Question 2:The impact of L2 proficiency on performance
Robinson, P. (2005). Cognitive complexity and task
- A proficient L2 speaker has attentional control over multiple areas of sequencing: Studies in a componential framework for
performance, while for low-proficiency speakers attention may need to be second language task design. International Review of
more selective, permitting only limited control of the language.
- In the comparison between Applied Linguistics, 43 (1), 1-32.
estimation time and the real time the - This finding suggests that the capacity of human attention is a dynamic Skehan, P. (1998). A cognitive approach to language
participants needed to do each task, process rather than a stable system: as proficiency in the second language learning. Oxford: Oxford University Press.
60% (high proficiency group) and 65% develops, attentional capacity stretches to meet the cognitive demands of
(low proficiency group) correctly the more challenging task.
estimated the time of task
completion.