The Role Of Task Complexity And Pragmatic Characteristics In Task-based Pragmatics Instruction In Chinese EFL Classroom Context

Previous studies of task complexity have suggested that more complex tasks promote learner-learner interaction and language development(Robinson 2001b).However,to date most studies of task complexity have only focused on morphosyntax,leaving pragmatics under-examined.And for those related research,only one or another aspect of second language learning has been examined.Thus the present study,based on Robinson’s Cognition Hypothesis and pragmatics-specific properties,investigates the impact of task complexity and pragmatic characteristics(pragmatic demands)on learning opportunities,task performance,and pragmatic acquisition in the learning of English opinion speech act.Specific research questions are:(1)does cognitive task complexity affect interaction-driven learning opportunity,task performance and learning outcome in learning opinion speech acts;(2)do pragmatic demands affect interaction-driven learning opportunity,task performance and learning outcome in learning opinion speech acts;(3)are there any interactional effects between task complexity and pragmatic demands on learners’ pragmatic learning process and product.To answer the above questions,60 Chinese EFL learners from two intact classes are randomly assigned to either simple or complex groups which include two levels of pragmatic demands(PDR-high and-low).The two experimental groups perform a pretest,2 collaborative writing tasks,and 2 post-tests.Learners’ oral interaction during tasks is audio-recorded and coded by the number of pragmatic-related episodes(PREs,Kim and Taguchi 2015)and the number of turns during each PRE.After treatment learners’ knowledge of opinion-giving expressions is measured by written discourse completion tests(DCT).The results reveal that(1)increased task complexity along resource-directing dimension has a significant positive impact on learning opportunity,negative effects on pragmatic task performance and immediate learning outcome but no effect onlong-term learning outcome;(2)pragmatic characteristics significantly influence learners’ learning opportunity,task performance and subsequent learning;(3)there were limited interactional effects between task complexity and pragmatic characteristics on pragmatic learning process and product.The findings provide support for the claims of Robinson’s Cognition Hypothesis from pragmatic perspective and verify the role of task-based instruction in pragmatic instruction,especially when more interaction on pragmalinguistic forms rather than sociopragmatic factors is induced.