Reading: two views of task complexity

Required reading

There are only two required texts this time, although an important text remains the key chapter 8 from Long (2015) which was required reading for the last session. The first text below presents Skehan’s view of task complexity, while the second looks in a very practical way at Robinson’s model, with example PTs designed for Catalan hotel receptionists.

*The version shared has different page numbers to the 2019 publication.

Optional reading

If you have time, the following could also be of interest regarding syllabus design. Mike refers to the Malicka article (which again looks at Robinson’s theory) in his presentation. The Skehan & Foster article presents a meta-analysis of research conducted on the effects of task complexity on fluency, accuracy and complexity.

• Malicka, A. (2018). The role of task sequencing in fluency, accuracy, and complexity: Investigating the SSARC model of pedagogic task sequencing. Language Teaching Research
• Skehan, P., & Foster, P. (2007). Complexity, accuracy, fluency and lexis in task-based performance: A meta-analysis of the Ealing research. Complexity, accuracy, and fluency in second language use, learning, and teaching, 207-226.