دانشگاه آزاد اسلامی واحد زنجان
نسخه چاپی

سیروس ایزدپناه

The Impact of Task Complexity along Single Task Dimension on EFL Iranian Learners' Written Production: Lexical complexity


Authors: Siros IzadpanahEsmaeil Shajeri
The Journal of Teaching Language Skills (JTLS), Vol.35, No.1, ,Page:57-84
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.