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Article published In: TASK
Vol. 3:2 (2023) ► pp.336–360

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Task complexity and task type

L1 use and functions

ORCiD logo with link | Independent Researcher
ORCiD logo with link | Victoria University of Wellington, New Zealand
Published online: 11 March 2024
DOI logo with link
https://doi.org/10.1075/task.22008.ent
Abstract
In Task-Based Language Teaching (TBLT), there is clearly a need for a balanced and flexible view of L1 use. Considering this, a matter of concern in TBLT is that learners might overuse their first language (L1) while performing complex tasks. To test this speculation, the present study investigated the effects of manipulating task complexity along resource-directing variables (+/− reasoning demands) of the Cognition Hypothesis on L1 use and its functions. Further it aimed to test the impacts of task type on L1 use and its functions. To do so, the interaction of 24 intermediate EFL learners while completing two different task types with two levels of task complexity was analyzed. The analysis of L1 words and turns indicated that both task complexity and task type affected L1 use significantly. The results further indicated that L1 was employed for a variety of purposes which were mainly affected by task complexity.
Article outline
  • Introduction
  • Literature review
    • L1 use and student-related characteristics
    • L1 use and task-related characteristics
  • Method
    • Participants
    • Tasks
    • Procedure
  • Data codification and analysis
  • Results
  • L1 functions
  • Discussion
  • Conclusion
  • References
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Cited by (1)

Cited by one other publication

Luo, Xinran & Peijian Paul Sun
2025. Greater complexity and higher efficiency: Effects of translanguaging during collaborative pre-task planning on EFL learners’ speaking performance. Language Teaching Research DOI logo

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