Increasing the cognitive demands of pedagogical tasks takes us to explore the effect of task complexity on L2 pragmatic production. We also examine to what extent L2 motivation influences task performance. The analysis of these interactions is intended to provide some insights into the understanding of L2 learning.
The assessment of L2 pragmatic outcome under a CAF approach and the effects of individual differences on task performance motivate this research. On one hand, increased task complexity under Robinson's (2001) Cognition Hypothesis has been found to elicit learner interaction (Gilabert, Barón, & Llanes, 2009) and L2 pragmatic moves (Gilabert & Barón, 2013). Despite these benefits of task complexity, learners devote their cognitive resources either to accuracy or complexity in their L2 production (Skehan, 2009). Current studies, however, have not investigated to what extent a pragmatic move (i.e., a speech act) is accurate or complex when task demands are manipulated and whether accuracy and complexity compete in the production of L2 pragmatic moves. A few studies, on the other hand, have analyzed the effects of motivation on the learning of L2 pragmatics. Although strong correlations have been found between motivation and pragmatic awareness (Takahashi, 2005, 2013), the way motivation changes during L2 pragmatic instruction and task performance is still under exploration. In the present study, EFL learners undertake simple and complex interactive tasks at pretest aiming to elicit suggestions. In a subsequent treatment phase, instruction on the production of L2 speech acts is provided and its effects are accounted for in line with the results of task performance at posttest. Both task performance and pragmatic instruction are recorded for further analysis of motivational factors. The interaction between task complexity and motivational factors in the oral production of L2 speech acts (in addition to the dynamism of motivation during task performance and pragmatic instruction) is investigated herein. The findings are discussed in terms of L2 task design, L2 pragmatic instruction, and motivational factors affecting the learning and performance of L2 pragmatic moves.
