The Interplay of Task Complexity (± Here-and-Now) and Students’ Proficiency in the Written Narratives in English as a Foreign Language

Task-Based Language Teaching has witnessed growing interest in the impact of task complexity on Second language (L2) learners’ linguistic performance. Within this field, the influence of resource-directing and resource-dispersing features of cognitive task complexity has attracted much attention. Research on task complexity focuses on the influence of different task features on language learners’ production in terms of linguistic complexity, accuracy, fluency and lexis. Within this field, a line of investigation that has attracted much attention is the influence of resource-directing and resource-dispersing features of cognitive task complexity. The review is helpful for better understanding of task complexity and allows to draw some preliminary pedagogical implications that may be useful for task-based syllabus design.