| This thesis investigates the effects of frequency on L2 integrated writing and on L2 integrated writing of learners with individual differences from three aspects:fluency,accuracy and complexity.Altogether 27 English majors and 25 non-English majors in China were involved in this study.These subjects were required to finish an argumentative writing after reading materials with opposing opinions.The same integrated writing task was repeated three times without altering any reading materials and writing topic.Quantitative and qualitative analyses of the writing products and interviews yield following major findings:First,task frequency did not have an effect on students’ writing fluency,accuracy and complexity.Yet compared with the first time,writing at the third time was improved slightly in terms of fluency,accuracy and complexity.Second,as for the effects of individual differences,frequency had a significant effect on high achievers’ writing performance,but no effect on low achievers’;as frequency increased,writing performance of positive group and negative group,male group and female group also varied significantly.High achievers’ writing fluency,accuracy and lexical complexity gained statistical significance at the second time,yet dropped slightly at the third time,which still resulted in statistical significance compared with writing at the first time.As for positive and negative group,frequency only affected positive group’s accuracy significantly.For male group and female group,frequency only had a significant effect on female group’s lexical complexity.This study has both theoretical and pedagogical implications.Theoretically,it enhances our understanding towards the relationship between frequency effects and L2 integrated writing.Pedagogically,it provides empirical evidences for teachers to realize the importance of frequency effects,individual differences and integrated writing,thus integrating them into classroom teaching. |
