摘要：AbstractCognitive load of a task is an important factor that affects task production. There are various models for task complexity in SLA among which Ronbinson's Cognition Hypothesis and Skehan's model of task complexity argue different opposing positions. While Robinson argues that increasing cognitive load of a task increases accuracy, complexity, but not fluency, Skehan (1998) claims that “prioritization and predisposition (or both) seem to orient performance toward one (or two) of the three areas of accuracy, fluency, and complexity”. This study analyzed the written data of 29 EFL learners on the basis of three product ion measures. T-test was employed as means of analysis. The findings revealed a trade-off between task complexity and language production elements. The study carries significant implications for syllabus designers and SLA researchers.
关键词：Task-based Language teaching and learning;task complexity;accuracy;fluency;complexity;cognition hypothesis
