TY - JOUR ID - 14027 TI - The Effects of Task Complexity on Input-Driven Uptake of Salient Linguistic Features JO - Journal of Applied Linguistics and Applied Literature: Dynamics and Advances JA - JALDA LA - en SN - 2820-8986 AU - Yousefi, Mohammad Hossein AU - Rostami, Farzad AU - Amini, Davoud AD - Assistant Professor of TEFL, Department of English Language, Bonab Branch, Islamic Azad University, Bonab, Iran AD - PhD candidate in Applied Linguistics, Department of English Language, Bonab Branch, Islamic Azad University, Bonab, Iran AD - Assistant Professor of TEFL, Department of English Language and Literature, Azarbaijan Shahid Madani University, Tabriz, Iran Y1 - 2020 PY - 2020 VL - 8 IS - 1 SP - 33 EP - 49 KW - Task Complexity KW - The Cognition Hypothesis KW - Learner Uptake KW - Interlanguage Development DO - 10.22049/jalda.2020.26733.1161 N2 - The present study investigated the effects of cognitive complexity of pedagogical tasks on the learners’ uptake of salient features in the input. For the purpose of data collection, three versions of a decision-making task (simple, mid, and complex) were employed. Three intact classes (each 20 language learners) were randomly assigned to three groups.  Each group transacted a version of a decision-making task in dyadic condition. The results of the statistical analysis (one-way ANOVA) revealed significant differences among the groups. The participants in complex group tended to produce more uptakes. The results of the present study revealed that manipulating cognitive complexity of pedagogical tasks led to more uptake of the linguistic items made salient by the teacher and triggered much interaction between the participants.  The study, also, has a number of theoretical and pedagogical implications for SLA researchers and syllabus designers.  UR - http://jalda.azaruniv.ac.ir/article_14027.html L1 - http://jalda.azaruniv.ac.ir/article_14027_f62f42c9aa0032e955e0ba9b013e9906.pdf ER -