This study explores the interplay between task repetition and task motivation in second language (L2) writing, specifically focusing on syntactic complexity, accuracy, and lexical complexity (CAL). Aligning with Dörnyei’s call to balance cognitive and affective factors in task-based language teaching (TBLT), the research involved 100 advanced mid-level learners of English as a second language (ESL) aged between 18 and 20 years. Participants completed both simple and complex argumentative writing tasks in a counterbalanced order, with a one-week interval between tasks. A perception questionnaire was administered immediately after each task performance to validate cognitive task complexity manipulations. Subsequently, participants repeated the same tasks with the same time interval, complemented by the completion of a task motivation questionnaire after each task. Written essays were collected and analysed for CAL measures. Employing a multivariate multilevel approach, the results were triangulated with self-report data. Findings indicate that task repetition significantly impacted CAL in L2 writing, with a positive moderation effect by task complexity. Additionally, task motivation enhanced syntactic complexity in both simple and complex tasks, with negligible effects on accuracy. Notably, task motivation exerted a more substantial influence on students’ repeated task performance concerning lexical complexity. The study’s results offer theoretical and pedagogical insights for TBLT researchers and L2 writing practitioners.

中文翻译：

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L2 写作中任务复杂性、任务重复和任务动机之间的交互


本研究探讨了第二语言 （L2） 写作中任务重复和任务动机之间的相互作用，特别关注句法复杂性、准确性和词汇复杂性 （CAL）。与 Dörnyei 关于在基于任务的语言教学 （TBLT） 中平衡认知和情感因素的呼吁一致，该研究涉及 100 名年龄在 18 至 20 岁之间的英语作为第二语言 （ESL） 高级中级学习者。参与者以平衡的顺序完成简单和复杂的议论文题，任务之间间隔一周。在每次任务执行后立即进行感知问卷，以验证认知任务复杂性操作。随后，参与者以相同的时间间隔重复相同的任务，并在每项任务后完成任务动机问卷。收集书面论文并分析 CAL 措施。采用多变量多层次方法，结果与自我报告数据进行三角测量。研究结果表明，任务重复对 L2 写作中的 CAL 有显着影响，任务复杂性具有积极的调节作用。此外，任务动机增加了简单和复杂任务的句法复杂性，对准确性的影响可以忽略不计。值得注意的是，任务动机对学生在词汇复杂性方面的重复任务表现产生了更实质性的影响。该研究的结果为 TBLT 研究人员和 L2 写作实践者提供了理论和教学见解。