Task repetition and task rehearsal are often considered synonymous within the task-based language teaching (TBLT) domain. However, they are conceptually different, emphasizing their pivotal role in shaping participants’ awareness of imminent repetitions and influencing second language (L2) task performance. Despite scarce empirical exploration into differentiating task repetition and task rehearsal in L2 writing across proficiency levels, this study investigates the impact of task repetition on syntactic complexity, accuracy, lexical complexity, and fluency (CALF) in L2 written production. The study also assesses whether distinct task conditions affect CALF development in argumentative writing across proficiency levels. A total of 180 English as a second language (ESL) participants were recruited from six academic writing classes at varying proficiency levels: two from lower-level ( n = 60), two from mid-level ( n = 60), and two from higher-level ( n = 60). Half of the participants ( n = 90) performed the argumentative task and repeated it without prior knowledge of their future performance (task repetition). The other half engaged in the writing task and repeated it with awareness of the impending repetition of their future performance at a one-week interval. Results indicated that repeating the task, regardless of the forewarning condition, significantly improved all CALF measures. Additionally, significant differences in linguistic indices were observed across proficiency groups. However, forewarning of future task performance did not yield any significant effect on CALF progression, and progress in CALF did not show significant differences across proficiency levels. These findings have implications for TBLT researchers and L2 writing practitioners, informing the design and implementation of language fteaching strategies in diverse proficiency contexts.

中文翻译：

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不同熟练程度的二级书面写作中任务重复和任务排练的相互作用


在基于任务的语言教学（TBLT）领域中，任务重复和任务排练通常被认为是同义词。然而，它们在概念上是不同的，强调它们在塑造参与者对即将发生的重复的意识和影响第二语言（L2）任务表现方面的关键作用。尽管对不同熟练程度的二语写作中的任务重复和任务排练进行区分的实证探索很少，但本研究调查了任务重复对二语写作中的句法复杂性、准确性、词汇复杂性和流畅性 (CALF) 的影响。该研究还评估了不同的任务条件是否会影响跨能力水平的议论文写作中 CALF 的发展。共有 180 名英语作为第二语言 (ESL) 参与者从六个不同熟练程度的学术写作课程中招募：两名来自低级 (n = 60)，两名来自中级 (n = 60)，两名来自中级 (n = 60)。更高级别（n = 60）。一半的参与者（n = 90）执行了辩论任务并重复了该任务，而事先不知道他们未来的表现（任务重复）。另一半则从事写作任务，并以一周为间隔重复进行，并意识到他们未来的表现即将重复。结果表明，无论预警条件如何，重复该任务都能显着改善所有 CALF 指标。此外，不同熟练程度组之间的语言指数存在显着差异。然而，对未来任务表现的预警并没有对 CALF 进展产生任何显着影响，并且 CALF 进展在不同熟练水平之间也没有表现出显着差异。 这些发现对 TBLT 研究人员和第二语言写作实践者具有重要意义，可为不同熟练程度背景下的语言教学策略的设计和实施提供信息。