The effect of increase in task cognitive complexity on Iranian EFL learners’ accuracy and linguistic complexity: A test of Robinson’s Cognition Hypothesis

Designing a task with a reasonable level of cognitive complexity has always been important for syllabus designers, teachers, as well as researchers. This is because task manipulation may lead to different results in oral production. The present study was an attempt to explore the effect of this  manipulation  -  based  on  Robinson’s  resource-directing  model  (reasoning  demands, number of elements, and here and now versus there and then condition) - on picture narration. The  study  included  30  Iranian  EFL  learners  at  the  intermediate  level  between  the  ages  of  21 and 34. They were all native speakers of Persian. Each participant was required to perform the simple  version  as  well  as  the  complex  version  of  the  same  picture  narration  task.  The participants’  speechwas  audio-recorded  and  the  results  revealed  that  an  increase  in  task cognitive complexity leads to greater accuracy and linguistic complexity.