REFERENCES

Abe, M. (2015). Syntactic variation across proficiency levels in Japanese EFL learner speech. [electronic resource] (Doctoral dissertation, Temple University). Retrieved from http://er.lib.ncku.edu.tw:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cat01879a&AN=nck.b3310575&lang=zh-tw&site=eds-live
Ahmadian, M. J. (2012). The effects of guided careful online planning on complexity, accuracy and fluency in intermediate EFL Learners' oral production: The case of English articles. Language Teaching Research, 16(1), 129-149.
Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of careful online planning and task repetition on accuracy, complexity, and fluency in EFL learners’ oral production. Language Teaching Research, 15(1), 35-59. doi: 10.1177/1362168810383329
Baddeley, A. (2007). Working memory, thought, and action. New York: Oxford University Press.
Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). New York: Pearson Education.
Bygate, M. (2016). Sources, developments and directions of task-based language teaching. The Language Learning Journal, 44(4), 381-400. doi: 10.1080/09571736.2015.1039566
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47. http://dx.doi.org/10.1093/applin/I.1.1
Chen, Y-H., & Qiu, J-L. (Eds.) (2010). Off we go 1(pp. 68-69). Taipei: Hebron.

Cho, M. (2018). Task complexity, modality, and working memory in L2 task performance. System, 72, 85-98. doi: 10.1016/j.system.2017.10.010
Coughlin, C. E., & Tremblay, A. (2013). Proficiency and working memory based explanations for nonnative speakers’ sensitivity to agreement in sentence processing. Applied Psycholinguistics, 34(3), 615-646. doi: 10.1017/S0142716411000890
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
Craven, M. (2012). Breakthrough plus 2. Oxford: Macmillan Education.
de la Colina, A. A., & Mayo, M. d. P. G. (2009). Oral Interaction in Task-Based EFL Learning: The Use of the L1 as a Cognitive Tool. International Review of Applied Linguistics in Language Teaching (IRAL), 47(3-4), 325-345.
de Jong, N., & Vercellotti, M. L. (2016). Similar prompts may not be similar in the performance they elicit: Examining fluency, complexity, accuracy, and lexis in narratives from five picture prompts. Language Teaching Research, 20(3), 387-404. doi: 10.1177/1362168815606161
de Jong, N. H., Groenhout, R., Schoonen, R. O. B., & Hulstijn, J. H. (2015). Second language fluency: Speaking style or proficiency? Correcting measures of second language fluency for first language behavior. Applied Psycholinguistics, 36(2), 223-243. doi: 10.1017/S0142716413000210
Declerck, M., & Kormos, J. (2012). The effect of dual task demands and proficiency on second language speech production. Bilingualism: Language and Cognition, 15(4), 782-796. doi: 10.1017/S1366728911000629
Ellis, R. (2003). Task-based language learning and teaching. Oxford: OUP.
Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30(4), 474-509. doi:10.1093/applin/amp042
Ellis, R. (2013). Changing trends in language teaching research. Language Teaching Research, 17(2), 141-143. doi:10.1177/1362168812460807
Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition, 26(1), 59-84. doi: 10.1017/S0272263104026130
Foster, P., & Skehan, P. (2013). Anticipating a post-task activity: The effects on accuracy, complexity, and fluency of second language performance. Canadian Modern Language Review, 69(3), 249-273. doi:10.3138/cmlr.69.3.249
Foster, P., & Tavakoli, P. (2009). Native speakers and task performance: Comparing effects on complexity, fluency, and lexical diversity. Language Learning, 59(4), 866-896. doi:10.1111/j.1467-9922.2009.00528.x
Foster, P., Tonkyn, A., & Wigglesworth, G. (2000). Measuring spoken language: A unit for all reasons. Applied Linguistics, 21(3), 354-375.
Gass, S., Mackey, A., & Ross-Feldman, L. (2011). Task-based interactions in classroom and laboratory settings. Language Learning, 61, 189-220. doi:10.1111/j.1467-9922.2011.00646.x
Gilabert, R. (2007). Effects of manipulating task complexity on self-repairs during L2 oral production. IRAL: International Review of Applied Linguistics in Language Teaching, 45(3), 215-240. doi: 10.1515/iral.2007.010
Gilabert, R., Barón, J., & Llanes, À. (2009). Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance. IRAL: International Review of Applied Linguistics in Language Teaching, 47(3/4), 367-395. doi:10.1515/iral.2009.016
Gilabert, R., Barón, J., & Levkina, M. (2011). Manipulating task complexity across task types and modes. In P. Robinson (Ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 105-140). Philadelphia: John Benjamins.
Housen, A., & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30(4), 461-473. doi:10.1093/applin/amp048
Housen, A., Kuiken, F., & Vedder, I. (2012). Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA. Philadelphia: John Benjamins.
Hsieh, A. F.-Y. (2014). The effect of cultural background and language proficiency on the use of oral communication strategies by second language learners of Chinese. System, 45, 1-16. doi: https://doi.org/10.1016/j.system.2014.04.002
Huensch, A., & Tracy-Ventura, N. (2016). Understanding second language fluency behavior: The effects of individual differences in first language fluency, cross-linguistic differences, and proficiency over time. Applied Psycholinguistics, 38(4), 755-785. doi: 10.1017/S0142716416000424
Inoue, C. (2016). A comparative study of the variables used to measure syntactic complexity and accuracy in task-based research. The Language Learning Journal, 44(4), 487-505. doi: 10.1080/09571736.2015.1130079
Iwashita, N., McNamara, T., & Elder, C. (2001). Can we predict task difficulty in an oral proficiency test? Exploring the potential of an information‐processing approach to task design. Language Learning, 51(3), 401-436.
Jackson, D. O., & Suethanapornkul, S. (2013). The Cognition Hypothesis: A synthesis and meta-analysis of research on second language task complexity. Language Learning, 63(2), 330-367. doi:10.1111/lang.12008
Kim, Y., & Taguchi, N. (2015). Promoting task-based pragmatics instruction in EFL classroom contexts: The role of task complexity. The Modern Language Journal, 99(4), 656-677. doi:10.1111/modl.12273
Kormos, J., & Trebits, A. (2012). The role of task complexity, modality, and aptitude in narrative task performance. Language Learning, 62(2), 439-472.
Kuiken, F., & Vedder, I. (2007). Task complexity and measures of linguistic performance in L2 writing. IRAL: International Review of Applied Linguistics in Language Teaching, 45(3), 261-284. doi:10.1515/iral.2007.012
Kuiken, F., & Vedder, I. (2011). Task complexity and linguistic performance in L2 writing and speaking: The effect of mode. In P. Robinson (Ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 91-104). Philadelphia: John Benjamins.
Kurtz, J. (2013). Rhetorical modes. In A. Moser (ed.), Let’s get writing. Virginia: Virginia Western Educational Foundation. Retrieved from https://vwcceng111.pressbooks.com/chapter/chapter-5-rhetorical-modes/
Lambert, C., & Kormos, J. (2014). Complexity, accuracy, and fluency in task-based L2 research: Toward more developmentally based measures of Second Language acquisition. Applied Linguistics, 35(5), 607-614. doi:10.1093/applin/amu047
Long, M. (2015). Second language acquisition and task-based language teaching. West Sussex: John Wiley and Sons
Lu, X. (2012). The Relationship of Lexical Richness to the Quality of ESL Learners’ Oral Narratives. The Modern Language Journal, 96(2), 190-208. doi: 10.1111/j.1540-4781.2011.01232.x
Lynch, T., & Maclean, J. (2000). Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research, 4(3), 221-250.
Mackey, A., Abbuhl, R., & Gass, S. M. (2012). Interactionist approach. In S. M. Gass & A. Mackey (Eds.), Routledge handbooks in applied linguistics (pp. 7-23). New York: Routledge.
Michel, M. C. (2011). Effects of task complexity and interaction on L2 performance. In P. Robinson (Ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 141-184). Philadelphia: John Benjamins.
Michel, M. C. (2013). The use of conjunctions in cognitively simple versus complex oral L2 tasks. The Modern Language Journal, 97(1), 178-195. doi:10.1111/j.1540-4781.2013.01431.x
Michel, M. C., Kuiken, F., & Vedder, I. (2007). The influence of complexity in monologic versus dialogic tasks in Dutch L2. IRAL: International Review of Applied Linguistics in Language Teaching, 45(3), 241-259. doi:10.1515/iral.2007.011
Michel, M. C., Kuiken, F., & Vedder, I. (2012). Task complexity and interaction: (Combined) effects on task-based performance in Dutch as a second language. EUROSLA Yearbook, 12, 164-190.
Nielson, K. B. (2014). Can planning time compensate for individual differences in working memory capacity? Language Teaching Research, 18(3), 272-293.
Nitta, R., & Nakatsuhara, F. (2014). A multifaceted approach to investigating pre-task planning effects on paired oral test performance. Language Testing, 31(2), 147-175. doi:10.1177/0265532213514401
Niu, R., Jiang, L. & Deng, Y. (2018). Effect of proficiency pairing on L2 learners’ language learning and scaffolding in collaborative writing. The Asia-Pacific Education Researcher, 27(3), 187–195. doi: 10.1007/s40299-018-0377-2
Norris, J. M., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30(4), 555-578. doi: 10.1093/applin/amp044
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Park, Y. (2014). The roles of third-turn repeats in two L2 classroom interactional contexts. Applied Linguistics, 35(2), 145-167. doi:10.1093/applin/amt006
Pica, T. (2005). Classroom learning, teaching, and research: A task-based perspective. The Modern Language Journal, 89(3), 339-352.
Plough, I., & Gass, S. M. (1993). Interlocutor and task familiarity: Effects on interactional structure. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice. Philadelphia: Multilingual Matters.
Plough, I. C., Briggs, S. L., & Van Bonn, S. (2010). A multi-method analysis of evaluation criteria used to assess the speaking proficiency of graduate student instructors. Language Testing, 27(2), 235-260.
Polat, B., & Kim, Y. (2014). Dynamics of complexity and accuracy: A longitudinal case study of advanced untutored development. Applied Linguistics, 35(2), 184-207.
Révész, A. (2011). Task complexity, focus on L2 constructions, and individual differences: A classroom-based study. The Modern Language Journal, 95, 162-181.
Révész, A. (2014). Towards a fuller assessment of cognitive models of task-based Learning: Investigating task-generated cognitive demands and processes. Applied Linguistics, 35(1), 87-92. doi:10.1093/applin/amt039
Révész, A., Sachs, R., & Hama, M. (2014). The effects of task complexity and input frequency on the acquisition of the past counterfactual construction through recasts. Language Learning, 64(3), 615-650. doi: 10.1111/lang.12061
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). New York: Cambridge University Press.
Robinson, P. (1995). Task complexity and second language narrative discourse. Language Learning, 45(1), 99-140.
Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1), 27-57. doi:10.1093/applin/22.1.27
Robinson, P. (2003). The Cognition Hypothesis, task-design, and adult task-based language learning. Second Language Studies, 21(2), 45-105. Retrieved from https://www.researchgate.net/publication/228554259_The_cognition_hypothesis_task_design_and_adult_task-based_language_learning
Robinson, P. (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. IRAL: International Review of Applied Linguistics in Language Teaching, 43(1), 1-32.
Robinson, P. (2007). Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. IRAL: International Review of Applied Linguistics in Language Teaching, 45(3), 193-213. doi:10.1515/iral.2007.009
Robinson, P. (2011). Second language task complexity, the Cognition Hypothesis, language learning, and performance. In P. Robinson (Ed.), Second language task complexity: Researching the Cognition Hypothesis of language learning and performance (pp. 3-38). Philadelphia: John Benjamins.
Robinson, P. (2015). The Cognition Hypothesis, second language task demands, and the SSARC model of pedagogic task sequencing. In M. Bygate (Ed.), Domains and directions in the development of task-based language teaching (pp. 87-122). Amsterdam: John Benjamins.
Robinson, P., Cadierno, T., & Shirai, Y. (2009). Time and motion: Measuring the effects of the conceptual demands of tasks on second language speech production. Applied Linguistics, 30(4), 533-554. doi:10.1093/applin/amp046
Robinson, P., & Gilabert, R. (2007). Task complexity, the Cognition Hypothesis and second language learning and performance. IRAL: International Review of Applied Linguistics in Language Teaching, 45(3), 161-176. doi: 10.1515/iral.2007.007
Samuda, V., & Bygate, M. (2008). Tasks in language learning. Basingstoke: Palgrave Macmillan.
Sasayama, S. (2016). Is a ‘complex’ task really complex? Validating the assumption of cognitive task complexity. The Modern Language Journal, 100(1), 231-254. doi:10.1111/modl.12313
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
Scott, V. M., & Fuente, M. J. D. L. (2008). What's the problem? L2 learners' use of the L1 during consciousness-raising, form-focused tasks. The Modern Language Journal, 92(1), 100-113. doi: 10.1111/j.1540-4781.2008.00689.x
Shin, S.Y., Lidster, R., Sabraw, S., & Yeager, R. (2015). The effects of L2 proficiency differences in pairs on idea units in a collaborative text reconstruction task. Language Teaching Research, 20(3), 366-386. doi: 10.1177/1362168814567888
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38-62.
Skehan, P. (1998). A cognitive approach to language learning. New York: Oxford University Press.
Skehan, P. (2001). Tasks and language performance assessment. In M. Bygate, P. Skehan, & M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching and testing (pp. 167-185). Harlow: Pearson
Skehan, P. (2009). Modeling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510-532. doi:10.1093/applin/amp047
Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1(3), 185-211.
Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49(1), 93.
Skehan, P., & Foster, P. (2001). Cognition and tasks. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 183-205). New York: Cambridge University Press.
Tavakoli, P., & Foster, P. (2008). Task design and second language performance: The effect of narrative type on learner output. Language Learning, 58(2), 439-473. doi:10.1111/j.1467-9922.2008.00446.x
Tavakoli, P., & Foster, P. (2011). Task design and second language performance: The effect of narrative type on learner output. Language Learning, 61(1), 37-72.
Trebits, A. (2016). Sources of Individual Differences in L2 Narrative Production: The Contribution of Input, Processing, and Output Anxiety. Applied Linguistics, 37(2), 155-174. doi: 10.1093/applin/amu006
Van den Braden, K. (2006). Task-based language education: From theory to practice. New York: Cambridge University Press.
VanPatten, B. (1996). Input processing and grammar instruction: Theory and research. Norwood: Ablex.
Vasylets, O., Gilabert, R., & Manchón, R. M. (2017). The effects of mode and task complexity on second language production. Language Learning, 67(2), 394-430. doi: doi:10.1111/lang.12228
Willis, D., & Willis, J. (1996). Challenge and change in language teaching. Oxford: Heinemann.
Willis, J. (1996). A framework for task-based learning. Harlow: Longman.
Xiao, F. (2015). Proficiency effect on L2 pragmatic competence. Studies in Second Language Learning and Teaching, 5(4), 557-581.
Yuan, F., & Ellis, R. (2003). The effects of pre‐task planning and on‐line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24(1), 1-27. doi:10.1093/applin/24.1.1
Yoon, H.J. (2017). Investigating the interactions among genre, task complexity, and proficiency in L2 writing [electronic resource] (Doctoral dissertation, Michigan State University). Retrieved from https://weblis.lib.ncku.edu.tw
Zalbidea, J. (2017). "One Task Fits All"? The roles of task complexity, modality, and working memory capacity in L2 performance. Modern Language Journal, 101(2), 335-352.