Types Of Task-based Writing, Linguistic Features & Quality Of Second Language Writing

The present study is designed to explore the relationship between types of task-based writing and linguistic features, to investigate the relationship between linguistic features and quality of second language writing, and to attempt to provide some tentative explanations for these different linguistic features and linguistic feature distribution in different types of task-based writing. In this study, the types of task-based writings chosen are argumentation and narration. A classification of 21 linguistic features appearing in 50 argumentations and 50 narrations is carried out by adopting Biber's classification of the linguistic features, followed by the scoring of the total 100 writings. The data from both the classification of the 21 linguistic features and the scoring are analyzed in relation to different types of task-based writing. Comparison is employed as the principal method of data analysis. In the quantitative analysis, the data of 21 linguistic features both in 50 argumentations and in 50 narrations are first analyzed, followed by the analysis of the data of linguistic features with regard to high-scoring argumentation group and high-scoring narration group. Then linguistic features in high-scoring group and low-scoring group within group are analyzed. Thereafter, close examinations on one high-scoring argumentation, one high-scoring narration, one low-scoring argumentation and one low-scoring narration are analyzed qualitatively.On the basis of the quantitative and qualitative results, we have the following major findings:1) With respect to the linguistic features of argumentations and narrations, there do exist some linguistic features specific to argumentations and some others specific to narrations: 8 linguistic features in argumentations and 6 in narrations;2) Between high-scoring argumentation group and high-scoring narration group, there exist significant differences in terms of 11 linguistic features;3) Between high-scoring argumentation group and low-scoring argumentation group, there are 2 linguistic features that differentiate them;4) Between high-scoring narration group and low-scoring narration group, there are 3 linguistic features that differentiate them.The findings above lead to the conclusions as follows: 1) In different types of task-based writing, there appear different linguistic features salient to them;2) Within the same type of task-based writing, there are, but not many, linguistic features which distinguish high-scoring writings from low-scoring ones;3) The linguistic features that partly distinguish high-scoring from low-scoring writings in one specific type of task-based writing are different from those in another type of task-based writing.Based on the findings and conclusions, we have the following implications for second language writing pedagogy and writing assessment:1) The relation between different types of task-based writings and linguistic features deserve much attention in the teaching and learning of English writing. For teachers, they should design appropriate types of writings to make learners elicit some linguistic features specific to the writings. For learners, learners'awareness of different linguistic features and their distribution in different types of task-based writings should be cultivated and they should form the habit of producing different linguistic features in different types of task-based writings;2) Raters'awareness of the relation between different types of task-based writings, linguistic features and quality of second language writing should be raised. Therefore, the implication of the study with regard to the assessment of writing is that types of task-based writings can be used as a way of raising second language learners'ability in the production of high-scoring writings with certain salient features. Additionally, when types of task-based writings are assessed, linguistic features and their distribution should be taken into consideration.