| In task-based language teaching,the variable of task implementation has always been the primary concern of scholars.As one of the variables of task implementation,task repetition has attracted wide attention from scholars at home and abroad in recent years.Existing research mainly focuses on the impact of task repetition on learners’ oral output,and relatively few studies have been conducted on learners’ written output.Therefore,this study attempts to explore the impact of task repetition on senior high school students’ written English output,whether the impact is reflected in the new task,and the path characteristics and development relationship of the three dimensions of output under the effect of task repetition.Based on the output hypothesis,attention resource trade-off hypothesis and dynamic system theory,this study mainly answers the following three questions: 1)what is the effect of task repetition on senior high school English learners’ written language production? 2)how does task repetition affect senior high school English learners’ implementation of new tasks? 3)what are the developmental characteristics of fluency,complexity and accuracy and the relationship among them under the influence of task repetition?This study took the first grade students of a general high school in Xinjiang Uygur Autonomous Region as the research object.The 70 students in two parallel classes were divided into experimental group and control group,and they were divided into three groups of high,medium and low level according to the English test scores.In the ten week experiment,all subjects were given task repetition and questionnaire survey.After data collection,the number of words in time(W/ M)and length per T unit(MLT)were used to analyze the subjects’ writing fluency;the ratio of the number of language errors to the total number of words(E/W)was used to analyze the subjects’ writing accuracy;the ratio of the number of clauses to the number of T units(C/T)and U index were used to analyze the syntactic complexity and lexical complexity respectively.The findings are as follows: 1)on the whole,task repetition can promote the fluency,accuracy and lexical complexity of written language production of senior high school English learners,but it has no significant effect on the improvement of syntactic complexity;from different levels,task repetition only has a positive effect on the fluency,accuracy and lexical complexity of written language production of senior high school English learners,but has no significant effect on the improvement of syntactic complexity Low level English learners’ written language output has a certain promotion effect,but there is no significant change.2)On the whole,task repetition improved the fluency and accuracy of the subjects in the new writing task,but had no effect on the complexity.At different levels,task repetition can improve the fluency,accuracy and syntactic complexity of new task writing for high level subjects,but it has no effect on lexical complexity of new task writing.Task repetition can improve the fluency of new task writing,but the complexity and accuracy of new task writing are not improved for intermediate and low level subjects.3)The development path of fluency,complexity and accuracy presents non-linear characteristics.In the whole track,the peaks and troughs,progress and retrogression coexist.Under the effect of task repetition,the development relationship among fluency,complexity and accuracy is mutual competition,mutual restraint and dynamic balance.Based on the experimental results,some theoretical implications are obtained in this study.First of all,this research confirms that task repetition has a positive effect on the fluency and accuracy of English written language production,but its effect is closely related to the level of the subjects;second,this research further confirms the Skehan’ s language cognitive model,due to the limited attention resources,the three dimensions of written language production have competitive effects.Finally,based on the dynamic system theory,this research confirms that writing fluency,accuracy,and complexity show a non-linear development trend,and the development relationship between the three is mutual competition and dynamic balance.This research also has a certain enlightening effect on the writing teaching of high school English teachers.Firstly,teachers should recognize the necessity of writing task repetitive training methods,so as to scientifically design the teaching process and help learners improve their writing skills with the help of task repetition;secondly,in the teaching process,task repetition should be performed appropriately according to the level of the subjects.For high-level learners,self-repair without teacher feedback is emphasized,while for low-level learners,a certain amount of teacher feedback is needed to help them recognize writing errors;finally,teachers need look at the fluctuation of learners’ scores and performance objectively,and encourage students to conduct self-assessment and reflection. |
