The Influence Of The Interaction Characteristics Of Oral Complexity Of The Task

Complexity is one of the three dimensions of language performance, which is of great significance in evaluating the quality and proficiency of oral speech, but hardly receives its due attendance in present foreign language teaching. The negligence of complexity in class results in students’low variety of active words and the disjoint between what students learn and what they put into actual speech. Elaborate design of classroom oral task is quite helpful to improve students’ oral complexity, but researches of this kind haven’t reached a satisfying amount, both home and abroad. This study is an empirical research on the influence of task’s interactive features on oral complexity in TCFL (Teaching Chinese as a Foreign Language) classroom, having sixteen subjects of primary and middle level of Chinese separately and making quantitative analysis on their oral complexity in five task types of different interactive features. Results show that:1) Tasks of different interactive features do have influence in the diversity of subjects’ oral complexity;2) the complexity of subjects’ oral speech is highest in the solving-problem task, following by make-a-decision, jigsaw, views-exchanging and information-gap;3) the influence of tasks’ interactive features on oral complexity is not affected by subjects’ language level.