In the literature on task-based language teaching (TBLT), task repetition and task rehearsal have frequently been used interchangeably. However, this distinction, identified as potentially significant (Ellis, 2019), is noteworthy due to the potential impact of participants’ awareness of future repetitions on second language (L2) task performance. Given the lack of empirical exploration regarding task repetition and task rehearsal distinction in the context of L2 writing, this study investigates how task rehearsal and task repetition affect the narrative and argumentative writing performances of 120 students of English as a second language (ESL) from a U.S. university. They were randomly assigned to four groups. Groups 1 and 3 wrote the narrative text initially, repeated the same task, and then proceeded to write the argumentative text, which was also repeated. The intervals between these performances were one week apart. However, Group 3 knew in advance that they were going to repeat the task, whereas Group 1 lacked this knowledge. Conversely, Groups 2 and 4 began by writing the argumentative text, repeated that task, and then proceeded to complete the narrative text, which was also repeated within the same time intervals. Group 4 had forewarning of their future performance, while Group 2 did not. We analysed the essays using the complexity, accuracy, lexis, and fluency (CALF) measures. The results indicated that time significantly influenced almost all CALF measures in narrative and argumentative writing, irrespective of the forewarning condition. Additionally, task readiness and essay order had a significant impact on most CALF measures, particularly in narrative writing. Specifically, task readiness positively affected the majority of CALF measures in narratives, whereas essay order exhibited sporadic influence.

中文翻译：

---

任务重复与任务排练：了解任务准备因素和基本类型对二语写作任务表现的影响


在基于任务的语言教学（TBLT）的文献中，任务重复和任务演练经常互换使用。然而，这种区别被认为具有潜在的重要性（Ellis，2019），并且值得注意，因为参与者对未来重复的意识对第二语言（L2）任务表现的潜在影响。鉴于缺乏对二语写作背景下任务重复和任务排练区别的实证探索，本研究调查了任务排练和任务重复如何影响 120 名英语作为第二语言 (ESL) 学生的叙事和议论文写作表现。美国大学。他们被随机分配到四组。第一组和第三组首先写叙述性文本，重复相同的任务，然后继续写论证性文本，同样重复。这些表演之间的间隔相隔一周。然而，第 3 组事先知道他们要重复这项任务，而第 1 组则缺乏这方面的知识。相反，第 2 组和第 4 组从写论证性文本开始，重复该任务，然后继续完成叙述性文本，该文本也在相同的时间间隔内重复。第 4 组对他们未来的表现有预警，而第 2 组则没有。我们使用复杂性、准确性、词汇和流畅性 (CALF) 指标来分析论文。结果表明，无论预警条件如何，时间都会显着影响叙事和议论文写作中的几乎所有 CALF 测量。此外，任务准备情况和论文顺序对大多数 CALF 指标有重大影响，特别是在叙事写作方面。 具体来说，任务准备度对叙述中的大多数 CALF 测量产生积极影响，而论文顺序则表现出零星的影响。