Task-based language teaching (TBLT) has propelled much research into how task type, condition, or demand affects L2 learners’ linguistic performance and language learning. To date, however, TBLT has mainly been researched in connection with learners’ production, while its applicability to L2 reading has largely been unattended to. To fill this gap, the present study explored whether and how cognitive complexity of L2 reading tasks would affect L2 English reading comprehension and learning of target L2 constructions contained in the texts. The study employed a pretest, posttest, delayed-posttest design with two treatment sessions. The target features were 17 English unaccusative verbs and ten pseudowords. Participants included 52 Korean college students learning L2 English who were randomly assigned to either – or + complex condition. Reading comprehension was measured with 14 multiple-choice items for each text, and learning of the target constructions was assessed with a grammaticality judgment test and word form and meaning recognition tests. The results of mixed-effects modeling indicated that increased task complexity had limited effects on reading comprehension scores as well as learning of the target unaccusative verbs. Also, task complexity had significant negative effects on vocabulary form recognition scores in the delayed posttest. The results are discussed in relation to models of task-based learning and L2 reading.

1. INTRODUCTION
 2. LITERATURE REVIEW
  2.1. Task Complexity in TBLT
  2.2. Task Effects on L2 Reading
 3. METHODOLOGY
  3.1. Design
  3.2. Participants
  3.3. Texts
  3.4. Targeted L2 Features
  3.5. Treatment Tasks
  3.6. Assessment Tasks
  3.7. Questionnaires
 4. PROCEDURE
 5. ANALYSIS
 6. RESULTS
  6.1. Preliminary Analysis
  6.2. Effects of Task Complexity on L2 Reading Comprehension
  6.3. Effects of Task Complexity on Learning of Unaccusative Verbs
  6.4. Effects of Task Complexity on Learning of Pseudo-Words
 7. DISCUSSION AND CONCLUSION
 REFERENCES

• Jookyoung Jung(UCL Institute of Education)