The roles of Task complexity, working memory, and task modality in L2 development: A review of empirical studies

Zihan Geng, Li-Jen Kuo

Abstract


With the promotion of interactive tasks in educational contexts, researchers in second language acquisition have evaluated the effectiveness of task-based language teaching (TBLT). More recently, cognitive demanding variables in tasks have drawn a lot of attention, and the contradictory predictions on learners’ L2 production of Robinson’s Cognition Hypothesis and Skehan’s Trade-off Hypothesis even further promote more research on this topic. As working memory (WM) also plays a critical role in cognitive demands, researchers begin to investigate the interactive influence of task complexity and WM in recent years. An additional variable being neglected by most researchers is task modality. Findings of recent research have provided evidence for the influential role of the mode in learners’ L2 production. The purpose of this article, therefore, is to review the theoretical framework and previous studies involving these variables, and to provide insights for future research.

Keywords


SLA; task complexity; working memory (WM); modality; L2 development

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References


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