Effects of task complexity and planning conditions on L2 argumentative writing production

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dc.contributor.author Rahimi, M en
dc.contributor.author Zhang, Jun Lawrence en
dc.date.accessioned 2018-11-05T22:46:39Z en
dc.date.issued 2018-11-17 en
dc.identifier.issn 0163-853X en
dc.identifier.uri http://hdl.handle.net/2292/43958 en
dc.description.abstract Investigating the effects of task design and implementation features on second language (L2) production is necessary, as the findings can provide potential insights into pedagogical and assessment task design and sequencing as well as into the nature of L2 learners’ attentional resources. To this end, this study probed into the effects of task complexity and pre-task planning on L2 writing production. Eighty L2 learners of upper-intermediate English proficiency were invited to complete two writing tasks of varying degrees of complexity in relation to the reasoning demands and the number of elements under pre-task versus no pre-task planning conditions. Results show that, as a function of increasing task complexity, one dimension of the syntactic and lexical complexity, content, organization, and writing quality improved, whereas accuracy and fluency reduced. Providing 10 minutes pre-task planning had significant favorable effects on one dimension of syntactic complexity and fluency, no effects on accuracy or lexical complexity, and significant positive impacts on the content, organization, and writing quality. These findings lend partial support to the Cognition Hypothesis, the Trade-off Hypothesis, and attentional funnelling in L2 writing. Theoretical, methodological, and pedagogical implications of the study for task design and implementation as well as for task-based assessment in language education programs are discussed. Key Words: Task complexity; Pre-task planning; Cognition Hypothesis; Trade-Off Hypothesis; L2 Writing Production en
dc.publisher Taylor & Francis (Routledge) en
dc.relation.ispartofseries Discourse Processes en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Effects of task complexity and planning conditions on L2 argumentative writing production en
dc.type Journal Article en
dc.identifier.doi 10.1080/0163853X.2017.1336042 en
pubs.issue 8 en
pubs.begin-page 726 en
pubs.volume 55 en
dc.rights.holder Copyright: The author en
pubs.end-page 742 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 639126 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
pubs.record-created-at-source-date 2017-06-17 en
pubs.online-publication-date 2017-07-31 en

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