Abstract
Abstract
Task-based research often focuses on the main effects of task variables on measures of complexity, accuracy, and
fluency of second language (L2) writing performance. This study aimed to extend this line of research by examining the main and
interaction effects of task type, learner L2 proficiency, and L2 study on register variation in L2 learners’ writing. Each of 42
Chinese learners of English as a foreign language responded to independent and integrated writing tasks before and after nine
months of English language study. Each essay (N = 168) was rated on level of formality and tagged for various
lexico-syntactic features. Overall, integrated essays were judged to use more formal language and were more informationally dense
than were the independent essays. More proficient students were judged to use more formal language than did less proficient
students. After instruction, students’ writing became more formal, more informationally dense, and more narrative. The findings
and their implications for the teaching and assessment of L2 writing are discussed.
Publisher
John Benjamins Publishing Company
Subject
Computer Science Applications,History,Education