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Chapter 1 Introduction
1£®1 Research background
1£®2 Rationale for this study
1£®3 Purpose and significance
1£®4 Organization of this study

Chapter 2 Theoretical Background
2£®1 TBLT research
2£®1£®1 A brief introduction to TBLT
2£®1£®2 Defining task
2£®1£®3 Measuring task performance
2£®2 Task complexity and language performance
2£®2£®1 The CH
2£®2£®2 The Trade-off Hypothesis
2£®3 The Flow Theory
2£®4 The SCT
2£®4£®1 The Activity Theory and learner agency
2£®4£®2 Task and activity
2£®5 WM theories
2£®5£®1 WM vs£® short-term memory
2£®5£®2 Models of WM
2£®6 Writing process models
2£®6£®1 The writing stage model
2£®6£®2 The Hayes & Flower's £¨1980£© model
2£®6£®3 The Hayes' (1996£© model
2£®6£®4 The Kellogg's (1996£© model
2£®7 Summary

Chapter 3 Literature Review
3£®1 Guidelines for a fuller verification the CH
3£®2 Research on the task complexity effects over the past decade
3£®2£®1 Task experience
3£®2£®2 Attentional allocation
3£®2£®3 Language performance
3£®3 Research on the roles of task complexity and/or WMC in L2 writing
3£®3£®1 Task complexity and L2 writing performance
3£®3£®2 WMC and L2 writing performance
3£®3£®3 Task complexity£¬ WMC and L2 writing performance
3£®4 Justifications of this study
3£®5 Summary
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Chapter 4 Methodology
Chapter 5 Results and Discussion
Chapter 6 Conclusion

Bibliography
Appendices
Postscript