Abstract:
As a reaction against forms-oriented language models, the Task-based language
teaching approach (TBLT) has got a psycholinguistic interest in the way task design
interacts with L2 learners' cognitive reactions, creating unique opportunities for L2
learning and use. This approach is appealing to syllabus designers, researchers, and
teachers as it presents language tasks as manageable and effective tools for teaching and
research. Tasks represent life-like communicative activities that provide a context in
which learners are getting input as well as involved in the production of output. It is vital
to have a comprehensive grasp of how various task characteristics impact learning de velopment and performance. The most important theories dealing with task characteris tics and performance are the Limited Attention Capacity Hypothesis by Skehan (1998)
and the Cognition Hypothesis by Robinson (2001a, 2001b). Both models provide a theo retical framework for studying how task characteristics could influence language learn ers' cognitive response while performing a task. However, the views of Robinson and
Skehan are contradictory regarding the impact of task complexity on the CAF constructs
of L2 learners' language production and the way learners manage their attention to per form tasks. Motivated by Robinson's theory, this research is conducted with a twofold
aim. First, since the Cognitive Hypothesis is intended for spoken mode, this study ap plies its predictions to investigate the effects of increasing task complexity in terms of
resource-directing dimensions (+/- here and now, +/- few elements, +/- reasoning de mands) on learners' written production. Second, the study attempts to achieve a balance
between the three constructs of CAF by taking into consideration teacher's direct written
corrective feedback as an important factor affecting the language learning and produc tion process. To accomplish this, an experiment was carried out on 53 Yemeni EFL
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adult learners. After the pre-test, they performed three tasks for each of the resource directing dimensions (simple task, complex task, complex task after getting teacher's
feedback) by looking at picture prompts and writing narrative stories in a specified time.
The findings of this research do not support Robinson's Cognitive Hypothesis as no sig nificant impact is noticed in the participants' production. However, this research offers
some implications and suggestions concerned with modifying the Hypothesis to be ap plicable to written mode for its different nature from spoken mode and taking into con sideration other factors affecting language learning and production.