The Role of Task Complexity in L2 Pragmatic Development: An Investigation of the Cognition Hypothesis
Abstract
This dissertation examines task complexity and its effects on learners’ interaction, task performance, and subsequent second language (L2) learning. A systematic literature review and two empirical studies are included in the dissertation investigating the role of task complexity in second language pragmatics learning. The first study includes a systematic investigation of previous literature on task complexity by synthesizing existing works which explore the effects of increasing task complexity along resource-directing task manipulations on learner-learner interaction and further L2 learning. Review of the literature revealed mixed findings due to possible mediating role of various learner- and task-related variables. Some methodological issues further complicated interpretation of the findings. To fill the gaps found in the systematic review of the literature, the second study examined effects of cognitive and pragmatic task demands on promoting learner-learner interaction and how these two types of task complexity may influence learners’ task performance during collaborative pragmatic tasks. In addition to these task design variables, role of pair-grouping variable based on learner proficiency was explored. Findings revealed significantly greater amount of interaction in tasks that exert greater cognitive demands on learners regardless of the tasks’ pragmatic demands. Furthermore, significantly longer length of interaction was found in high proficiency pairs compared to lower proficiency pairs, suggesting positive effects of grouping learners with a high proficiency partner on promoting deeper discussion on pragmatic-related elements.
The third study employed a pre-post-delayed posttest design to investigate developmental outcomes of increased task complexity in pragmatics as well as possible moderating role of two individual learner variables (i.e., language proficiency and language anxiety). Findings demonstrated long-term benefits of collaborative pragmatic tasks in promoting learners’ development of refusal speech act but no significant effect of tasks with higher cognitive complexity was found. In terms of the role of learner variables, the study was not able to find any interaction effect between task complexity and individual learner variables on learners’ pragmatic development. Overall, the current dissertation illustrated potential benefits of implementing collaborative pragmatic tasks designed to promote learner-learner interaction on their pragmatics development, extending the role of cognitive task complexity into pragmatics development in task-based research.
Citation
Choi, Yunkyeong (2020). The Role of Task Complexity in L2 Pragmatic Development: An Investigation of the Cognition Hypothesis. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /191597.