Home Linguistics & Semiotics Chapter 11. Task-readiness and L2 task performance across proficiency levels
Chapter
Licensed
Unlicensed Requires Authentication

Chapter 11. Task-readiness and L2 task performance across proficiency levels

  • Gavin Bui
View more publications by John Benjamins Publishing Company
To Publisher Page
Researching L2 Task Performance and Pedagogy
This chapter is in the book Researching L2 Task Performance and Pedagogy

Abstract

L2 Task performance is typically measured along the dimensions of complexity, accuracy, and fluency (CAF, or CALF when lexis is seen as an independent area). This chapter explores the relationships among CALF when topic familiarity and proficiency levels are thrown into the mix. It examined the correlational patterns of CALF in two parallel task-readiness conditions (familiar vs. unfamiliar tasks) at two different proficiency levels (intermediate vs. high). The results, in general, showed that some trade-offs occur, but only with lower to intermediate learners. This pattern attenuates at the more advanced levels, suggesting that limited attention capacity can be compensated for, and better parallel processing abilities can be achieved, as L2 proficiency grows. The findings also indicate that, while most fluency measures and accuracy measures cluster into their respective categories, the subordination-based complexity measure, the clause length-based measure, and different lexical measures appear to be distinct indices of complexity, which sometimes compete for attentional resources. This study sheds light on the nature of task performance at more advanced proficiency levels; it also unveils how complexity results vary when the construct is measured as different syntactic or lexical indexes.

Abstract

L2 Task performance is typically measured along the dimensions of complexity, accuracy, and fluency (CAF, or CALF when lexis is seen as an independent area). This chapter explores the relationships among CALF when topic familiarity and proficiency levels are thrown into the mix. It examined the correlational patterns of CALF in two parallel task-readiness conditions (familiar vs. unfamiliar tasks) at two different proficiency levels (intermediate vs. high). The results, in general, showed that some trade-offs occur, but only with lower to intermediate learners. This pattern attenuates at the more advanced levels, suggesting that limited attention capacity can be compensated for, and better parallel processing abilities can be achieved, as L2 proficiency grows. The findings also indicate that, while most fluency measures and accuracy measures cluster into their respective categories, the subordination-based complexity measure, the clause length-based measure, and different lexical measures appear to be distinct indices of complexity, which sometimes compete for attentional resources. This study sheds light on the nature of task performance at more advanced proficiency levels; it also unveils how complexity results vary when the construct is measured as different syntactic or lexical indexes.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Series editors preface vii
  4. Acknowledgements ix
  5. Profile of Peter Skehan xi
  6. Foreword xxi
  7. Introduction and overview 1
  8. Part I. Underlying constructs and emerging perspectives
  9. Chapter 1. Task preparedness 15
  10. Chapter 2. Automaticity, fluency and second language task performance 39
  11. Chapter 3. Task motivation 53
  12. Chapter 4. The relationship between task motivation and L2 motivation 67
  13. Part II. Task complexity and performance
  14. Chapter 5. Unravelling cognitive task complexity 95
  15. Chapter 6. The effects of task demands on linguistic complexity and accuracy across task types and L1/L2 speakers 133
  16. Chapter 7. The effects of reasoning demands on Chinese EFL learners’ oral performance and cognitive processes 153
  17. Chapter 8. Peter Skehan’s influence in research on task difficulty 183
  18. Part III. Task pedagogy and L2 development
  19. Chapter 9. Strategic planning and repetition as metacognitive processes in task performance 199
  20. Chapter 10. Input-based tasks in the French language classroom 229
  21. Chapter 11. Task-readiness and L2 task performance across proficiency levels 253
  22. Chapter 12. Task-induced second language development 279
  23. Epilogue
  24. Chapter 13. Task-based analysis and the Competition Model 305
  25. List of contributors 317
  26. Index 325
https://doi.org/10.1075/tblt.13.12bui

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Series editors preface vii
  4. Acknowledgements ix
  5. Profile of Peter Skehan xi
  6. Foreword xxi
  7. Introduction and overview 1
  8. Part I. Underlying constructs and emerging perspectives
  9. Chapter 1. Task preparedness 15
  10. Chapter 2. Automaticity, fluency and second language task performance 39
  11. Chapter 3. Task motivation 53
  12. Chapter 4. The relationship between task motivation and L2 motivation 67
  13. Part II. Task complexity and performance
  14. Chapter 5. Unravelling cognitive task complexity 95
  15. Chapter 6. The effects of task demands on linguistic complexity and accuracy across task types and L1/L2 speakers 133
  16. Chapter 7. The effects of reasoning demands on Chinese EFL learners’ oral performance and cognitive processes 153
  17. Chapter 8. Peter Skehan’s influence in research on task difficulty 183
  18. Part III. Task pedagogy and L2 development
  19. Chapter 9. Strategic planning and repetition as metacognitive processes in task performance 199
  20. Chapter 10. Input-based tasks in the French language classroom 229
  21. Chapter 11. Task-readiness and L2 task performance across proficiency levels 253
  22. Chapter 12. Task-induced second language development 279
  23. Epilogue
  24. Chapter 13. Task-based analysis and the Competition Model 305
  25. List of contributors 317
  26. Index 325
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2026 De Gruyter Brill
Downloaded on 22.2.2026 from https://www.degruyterbrill.com/document/doi/10.1075/tblt.13.12bui/html
Scroll to top button