“Writing-to-learn”: the influence of task repetition on CSL writers’ attention to form

Abstract The “writing-to-learn” dimension of the second language (L2) writing has generated theoretical and empirical intrigue in the past decade. Task repetition is one variable of interest; however, little attention has been given to its role in individuals’ writing processes. This study explores the influence of task repetition on L2 Chinese learners’ attention to form by analyzing their writing processes. Four advanced learners of Chinese as a second language (CSL) were asked to complete one writing task twice in 10 days under think-aloud conditions. Language-related episodes (LREs), the representation of writers’ attention to form, in participant-produced think-aloud protocols were analyzed along three dimensions: language-related problems, problem-solving strategies, and depth of processing. Results indicated that task repetition in individual writing contributed to learners’ Chinese acquisition, as learners 1) attended closely to the typological characteristics and new/complex forms of Chinese; 2) strove for precise language expression; and 3) were granted time to access external resources and expand their linguistic repertoire. Implications related to task repetition in L2 writing, L2 Chinese instruction, and associated research are discussed.