| In task-based language teaching,different types of tasks are used to facilitate language learning.Task Repetition in the classroom helps second language learners to continuously reflect on their language output,thus helping them to improve their language proficiency.Existing research has focused on the effects of task repetition on learners’ speaking output,and empirical studies of speaking task repetition have confirmed the positive effects of task repetition on learners’ speaking fluency,accuracy,and complexity.However,research on the written output of second language learners is relatively limited and there are few comparative studies of different types of task repetition.Based on the current state of task-based language teaching,the trade-off hypothesis and the output hypothesis,and also by analyzing the results of an experimental study of written output task repetition among high school students,this paper raises the following three questions:1.How does Identical Task Repetition affect the efficacy of high school students’ written output in English?2.How does Procedural Task Repetition affect the efficacy of high school students’ written output in English?3.How do these two types of task repetition differently affect the efficacy of high school students’ written output in English?In this study,60 high school students were randomly selected from general high schools in H city.They were tested before the experiment to obtain the initial writing levels.According to the experimental research questions and hypotheses,the 60 students were randomly divided into three groups,namely the Identical Task Repetition Group,the Procedural Task Repetition Group,and the control group,each group had 20 students.All students were given a pretest and a post-test,and only the first two groups were task repetitive.All data were processed for writing fluency,accuracy,and complexity indicators,and data analysis was performed using SPSS26.0.The results of the study showed that,firstly,the Identical Task Repetition Group had a favorable effect on the fluency and accuracy of high school students’ written output.In terms of complexity,analysis of the clause to sentence frequency ratio(C/S)index revealed that repetition of the same task increased the syntactic complexity of high school students’ written output,but did not have a more significant effect on lexical complexity.Second,due to the mutual adaptation and self-adjustment of the three dimensions,the overall increase in fluency,accuracy,and complexity of the Procedural Task Repetition was dynamic.Overall,except for the first task repetition when complexity,accuracy,and fluency were on an upward trend,the improvement in the next two task repetitions was not obvious enough,and the increase or decrease was not consistent.Third,both the Identical Task Repetition and the Procedural Task Repetition improved fluency and accuracy of high school students’ written output,but the effect of the Identical Task Repetition was better than the Procedural Task Repetition;as for complexity,both the Identical Task Repetition and the Procedural Task Repetition were beneficial to improve syntactic complexity,and the Procedural Task Repetition was more effective,but for lexical complexity,the two types of task repetition did not have a more significant effect.This study enriches the practical research on task repetition to a certain extent and provides useful insights into English writing teaching in high school.As a means of teaching,the repetition of writing tasks in a certain cycle not only provides students with a favorable writing environment,but also allows teachers to give students different difficulties and types of writing tasks for different teaching objectives,so that students can improve their English writing skills in an authentic classroom environment,find the optimal number of repetitions for students and design the type of repetition for different students. |
