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.633-654 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rahimi, Muhammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168818761465
Schlagwörter	Persuasive Discourse; Second Language Learning; Second Language Instruction; Accuracy; Writing (Composition); Task Analysis; Syntax; Academic Language; Language Usage; Vocabulary Skills; Teaching Methods; English (Second Language); Writing Instruction; Writing Processes; Language Tests; Foreign Countries; Difficulty Level; Iran; International English Language Testing System + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibübung; Aufgabenanalyse; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sprachgebrauch; Aktiver Wortschatz; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Language test; Sprachtest; Ausland; Schwierigkeitsgrad; Language tests; Englisch
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01