Task+Complexity+-+Victor

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Gatchel R., McKinney M., & Paulus P. (1983). The effects of audience size on high and low speech-anxious subjects during an actual speaking task, //Basic and Applied Social Psychology 4 //(1), pp.73-87. ======

 The study appraised the effects of audience size when giving a speech. To carry out this research, they measured the anxiety levels via self-reported nervousness, psychological change, and __over__ motor behaviour of the subjects who were speaking. The focus was on a group of sixty Texan students who were exposed to speak in public under certain conditions: seating arrangement of the audience, a mirror facing the speaker on the back of the room, and a camera to record the speech. After the experiment, all the students were asked to report on a 7-point scale, how confident they felt. __The results showed a relation of the students who said they felt more fearless to the ones who were heart rated with lower levels of stress and nervousness.__ **//__Try to reword this sentence to make it clearer.__//** The most outstanding finding was that audience size increases have different effects on low speech-anxious ones. **//__In what way? Try to reword the last two sentences to make the findings more explicit.__//**

When speakers are requested to give a speech in public, they face several factors that can either raise or lower their level of confidence. Regarding the audience size in which a speaker is placed, if the heart rate of the person is measured, it will determine the anxiety level that the speaker is having. Through out this experiment, the findings __relate__ that the more people in the audience, the more anxious the public speaker will feel. In previous participation on public speaking, I admit that I felt less confident the first time that I was exposed to a large room full of people to watch me speak. __The relevant part relies on the impact that the audience will cause on the anxiety or ease of the person on the speaking task. **//Can you be more specific?//**__

Saeedi M., Ketabi S., & Dastjerdi H. (2011). The effects of learners´ contributions to tasks on achievement of pedagogic ojectives of fluency, complexity and accuracy, //Canadian Social Service 7 //(4), pp. 8-16.

The research was based on the lack of attention on task design and task-based syllabus. The investigation examined the effects of manipulating the complexity of a task considering the learners´ affective variables such as stress, ability, interest, and motivation. The research was carried out in a group of sixty-five EFL students to find out the effects of manipulating task complexity. The findings revealed that increasing cognitive demands of tasks does influence learners´ complexity, accuracy, and fluency of production. The most complex version of a task was significantly rated more difficult and also more stressful than the simplest version, with a tendency to less confidence in ability on the more complex task. The purpose of the study was to underline the effects of task complexity, to lower the level of a task for learners perform better.

When EFL learners are exposed to perform a task, they encounter this experience of producing language at the level that the task requires according to its difficulty. Based on the study, when learners were exposed to less difficult task and more meaningful input, they could do the task easily. The idea of having less complex tasks will reflect better results once learners have performed it. Considering the background of a task and the appropriate circumstances to do it, learners will get to reach their goals efficiently. Trough out the time  I have been teaching, I have realized that when my students were assigned to do more accessible tasks, they could reach their objectives, and they had the chance to perform the task easier regardless of its complexity. Accuracy and fluency can be found in task takers who feel more confident, motivated, and capable of doing the task with a lower level of complexity. Having less challenging assignments will definitely allow learners to execute the task in a better way. In addition, I consider necessary to believe in the learners´ abilities and enhance them with higher expectations when they accept to take the task.