Article 10: Assessing Effects of Directive Complexity on Accuracy of Task Completion in English Language Learners

10 Assessing Effects of Directive Complexity on Accuracy of Task Completion in English Language Learners
(article)
School Psychology Review,
2006, Volume 35, No. 4, pp. 552-567

Chisato Komatsu and Joseph C. Witt
Louisiana State University
 
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This study takes a group of 24 students, 5 to 11 years old, and 10 English-speaking Americans as a control group who were each given 5 tasks and instructions with increasing levels of complexity in both Spanish and English. In addition standard vocabulary tests were used to attempt to confirm L1 expectations and identify anomalies (e.g., students who are presented as L1 Spanish, but actually aren't). When I saw the title of this piece I admit I was expecting something which would tell me explicitly that there is a connection between more complex task instructions and success, or rather failure, in L2 content learners.

It turns out the conclusion is 'insufficient evidence', which was a little disappointing to say the least.
page 564 ''the results may be insufficient in determining whether it is the complexity of the directive or the language in which the directive is issued that result in the appropriate response'.