Effects of increasing the degree of reasoning and the number of elements on L2 argumentative writing.

Autor/in	Rahimi, Muhammad
Titel	Effects of increasing the degree of reasoning and the number of elements on L2 argumentative writing.
Quelle	In: Language teaching research, 23 (2019) 5, S. 633-654Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Anhang
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	1362-1688
Schlagwörter	Empirische Forschung; Ausdrucksfähigkeit; Argumentation; Schriftlicher Ausdruck; Fremdsprachenunterricht; Englischunterricht; Schreiben; Aufgabenstellung
Abstract	The impacts of task characteristics on second language (L2) writing require further exploration. This study examined the effects of increasing task complexity on L2 argumentative writing. Upper-intermediate L2 learners performed two writing tasks with varying degrees of complexity in relation to the number of elements and the degree of reasoning. The learners' writing was measured in terms of syntactic complexity, accuracy, lexical complexity, organization, content, and overall text quality. Increasing task complexity effected a significant desirable change in one dimension of syntactic complexity (notably the amount of subordination) and one dimension of lexical complexity (notably academic vocabulary use), had a significant adverse effect on accuracy, and led to the enhancement of content, organization, and writing quality. These findings lend support to the Trade-off Hypothesis, the Cognition Hypothesis, and the central tenet of Kellogg's writing model. Methodological and pedagogical implications of the study are also discussed. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2