Task complexity is an important feature of task design that has a significant impact on second language acquisition. However, there is currently very little research on the impact of task factors on Chinese second language oral production. In this study, we explored how resourcedirecting variables\[±spatial reasoning\] and resourcedispersing variables \[±task structure\] affect the speech performance of KoreanChinese learners based on the Cognitive Hypothesis and the Limited Attentional Capacity Model. We also used Chinese native speaker oral production data as the baseline.The results showed that: Compared to the less complex task, the more complex task, which needs higher spatial reasoning, demand was significantly lower on syntactic complexity, while the task structure demand has no significant effect on complexity, fluency and accuracy.The impact of different types of task variables on the correlation between different subdimensions of oral production is complex and dynamic, and learners will adjust the allocation of cognitive resources based on both form and meaning, depending on the level of task complexity.The research conclusions can provide empirical support for explaining the allocation mechanism of task factors in attention resources, as well as for taskbased oral Chinese instruction.

teaching task factors; oral production of Chinese as a second language; speech ability; speech teaching