The goal of this study is to investigate the impact of manipulating the cognitive complexity of three different types of oral tasks on interaction. The study first considers the concepts of task complexity and interaction and then examines the specific studies that have looked at the effects of increasing task complexity on conversational interaction. In the experiment, learners of English as a foreign language organized into 27 dyads carry out three different types of tasks: a narrative reconstruction task, an instruction-giving map task, and a decision-making task. Two different versions of each task (Robinson 2001a(Robinson , 2003(Robinson , 2005(Robinson , 2007bSkehan and Foster 2001), and how different task types may variously affect the way interaction proceeds during task performance.

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