| Researchers have argued that requiring L2 learners to engage in tasks of increasing complexity facilitates second language learning through interaction, attention to forms, and the redirection of attention to more complex linguistic structures (Robinson 2005; Skehan, 1998). Most task complexity research has focused on learner production (Foster & Skehan, 1996; Robinson 1995, 2001; Skehan & Foster 1999). However, the effects of task complexity on second language learning is an open empirical question. The current study (N=113) investigated learning opportunities and L2 development under different task complexity conditions. Three groups of learners participated in a pretest/posttest design as follows: Group 1 carried out high-complexity tasks; Group 2 carried out low-complexity tasks; and Group 3 did not carry out any tasks. Interaction-driven learning opportunities were measured. Development of English past tense and locative prepositions was measured through oral tasks and grammaticality judgment tests. Results indicate that task complexity differentially affects the type and focus of learning opportunities. Although results do not establish a direct link between task complexity and L2 development, learners in both experimental groups made learning gains, which demonstrates the benefits of providing opportunities for task-based interaction. Significant differences in test performance were found between control and high complexity groups in development of locative prepositions. These findings point to the importance of task complexity as a determining factor in learning opportunities afforded in task-based interaction. |
