‘One task fits all’? The roles of task complexity, modality, and working memory capacity in L2 performance
Abstract
The present study explores the independent and interactive effects of task complexity and task modality on linguistic dimensions of second language (L2) performance and investigates how these effects are modulated by individual differences in working memory capacity. Thirty‐two intermediate learners of L2 Spanish completed less and more complex versions of the same type of argumentative task in the speaking and writing modalities. Perceived complexity questionnaires were administered as measures of cognitive load to both L2 learners and native speakers to independently validate task complexity manipulations. Task performance was analyzed in terms of general (complexity and accuracy) as well as task‐relevant (conjunctions) linguistic measures. Quantitative analyses revealed that task modality played a larger role than task complexity in inducing improved linguistic performance during task‐based work: Speaking tasks brought about more syntactically complex output while writing tasks favored more lexically complex and more accurate language. In addition, relationships of working memory capacity with various linguistic measures were attested, but only when the cognitive complexity of tasks was enhanced.
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The written vocabularies of L2 learners are richer than their oral vocabularies.
“This indicates that the written vocabularies of L2 learners are richer than their oral vocabularies, as has been claimed by Kormos and Trebits (2012) and Zalbidea (2017).”
From Syntactic Networks of Interlanguage Across L2 Modalities and Proficiency Levels (2021) · cites this paper as Zalbidea (2017)
L2 learners exhibit higher syntactic complexity in oral English and more lexical richness in writing.
“Previous studies have argued that L2 learners exhibit higher syntactic complexity in oral English and more lexical richness in writing.”
From Syntactic Networks of Interlanguage Across L2 Modalities and Proficiency Levels (2021) · cites this paper as Zalbidea (2017)
The findings of this study are similar to those of Kormos and Trebits (2012), Zalbidea (2017), and Cho (2018).
“The findings are similar to those of Kormos and Trebits (2012), Zalbidea (2017), and Cho (2018).”
From Syntactic Networks of Interlanguage Across L2 Modalities and Proficiency Levels (2021) · cites this paper as Zalbidea (2017)
Cites
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Examples of mixed-effects modeling with crossed random effects and with binomial data
Quené, H., & van den Bergh, H. (2008) · Journal of Memory and Language · doi:10.1016/j.jml.2008.02.002 · Cited by 534 · see citing works
Some reflections on task-based language performance assessment
Bachman, L. F. (2002) · Language Testing · doi:10.1191/0265532202lt240oa · Cited by 318 · see citing works
Chapter 6. Effects of task complexity and interaction on L2 performance
Michel, M. C. (2011) · Task-Based Language Teaching · doi:10.1075/tblt.2.12ch6 · Cited by 114 · see citing works
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Syntactic Networks of Interlanguage Across L2 Modalities and Proficiency Levels
Hao, Y., Wang, X., Wu, M., & Liu, H. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.643120 · Cited by 8 · see citing works
L2 language development in oral and written modalities
Son, M. (2024) · Studies in Second Language Acquisition · doi:10.1017/s0272263124000329 · Cited by 3 · see citing works
- Authors
- Zalbidea, J.
- Affiliations
- Georgetown University (US)
- Corresponding author
- Zalbidea, Janire
- ORCID
- Zalbidea, Janire
- Venue
- The Modern Language Journal
- Publisher
- Wiley
- Published
- 2017-06
- Volume
- 101
- Issue
- 2
- Pages
- 335-352
- ISSN
- 0026-7902 (ISSN-L)
- 1540-4781
- OpenAlex
- W2620990597
- Cited by
- 144
- References
- 4
- Citations by year
- 2026: 4 · 2025: 31 · 2024: 12 · 2023: 14 · 2022: 5 · 2021: 46 · 2020: 26 · 2019: 4 · 2018: 1 · 2013: 1
- FWCI
- 49.19
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Modern Language Journal (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Keywords
- task complexity, task modality, working memory capacity, second language performance, task-based language learning, L2 Spanish, cognitive load, conjunctions, syntactic complexity, lexical complexity, individual differences, speaking and writing
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