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영어

This present study examined effects of task complexity based on task structure for Korean university students' narrative writing performance. Robinson's Cognition Hypothesis (2001a, 2001b 2005, 2007, 2011) argued that if tasks are sequenced on the basis of their relative complexity, task performance from language learners should be influenced by the complexity of the task with regard to accuracy, complexity, and fluency. In this study, task complexity is manipulated by task structure with +/- reasoning which was presented as one of resource-directing elements in the task complexity features by Robinson (2001). Sixty-nine Korean university students participated in this study. They performed two narrative writing tasks each with +/- reasoning structure based on two different picture stories. The learners' written performance was coded by T-unit, S-nodes, errors, and the number of words to measure the accuracy, fluency, and complexity. The result showed that cognitively more demanding task demonstrated more positive effects on syntactic complexity with no significant difference on fluency while cognitively less demanding task led to increases on accuracy measure with also no significant difference on fluency.