Effects of task planning and rhetorical mode of writing on lexical complexity, syntactic complexity, and overall writing quality of EFL writers‟ task performance

Based on Robinson‟s Triadic Componential Framework and the definition of task planning by Ellis (2005), this study was carried out to find out the effects of task planning and rhetorical mode on lexical and syntactic complexity, and overall writing quality of writing production of EFL learners. Following a repeated-measures design, the present study involved 41 ELT students who learned English as a foreign language. In this study, two rhetorical modes were used and for both rhetorical modes, two writing tasks were performed. Whereas one of the tasks was carried out under strategic pre-task planning in which students had extra time and opportunity to make a plan, the other task was performed under unpressured on-line planning in which they had no time pressure or no extra special time for planning. Thus, each participant produced 4 essays, and a total of 164 essays were obtained. Each written text was separately analyzed by automated analysis tools for lexical and syntactic complexity, and also assessed through an analytic rubric for general writing achievement. The results revealed that while all the three dimensions in this study showed significant difference according to the rhetorical mode of writing, task planning had varying effects on each component.

Planlama ve anlatım türünün yabancı dil olarak İngilizce öğrenenlerin yazma performansına sözcüksel karmaşıklık, dilbilimsel karmaşıklık ve genel yazma başarısı açısından etkisi

Robinson‟un Üçlü Bileşensel Çerçevesi (Triadic Componential Framework) ve Ellis‟in görev planlaması tanımına dayalı olarak bu çalışma, görev planlaması ve anlatım türünün yabancı dil olarak İngilizce öğrenenler tarafından üretilen yazma çalışmalarına sözcüksel karmaşıklık, dilbilgisel karmaşıklık ve genel yazma başarısı açısından etkilerini araştırmak için uygulanmıştır. Tekrarlı ölçümler modelinin uygulandığı bu çalışmada, İngilizce‟yi yabancı dil olarak öğrenen 41 İngilizce Öğretmenliği Bölümü öğrencisi yer almıştır. Çalışmada, iki anlatım türü ve her bir anlatım türü için ise iki yazma çalışması olmak üzere toplam 4 yazma çalışması yapılmıştır. Her iki anlatım türünde de yazma çalışmalarından birisi, öğrencilerin plan yapmaları için özel zamana sahip oldukları görev öncesi stratejik planlama altında uygulanırken diğeri ise ne zaman sınırlamasının ne de plan yapmak için özel zamanın olduğu zaman sınırlaması olmayan görev esnası plan eşliğinde uygulanmıştır. Böylece, her öğrenciden 4 yazma çalışması olmak üzere toplamda 164 yazma çalışması elde edilmiştir. Her bir yazma çalışması, sözcüksel ve dilbilimsel açıdan bilgisayar programı ile analiz edilmiş ve genel yazma başarısı açısından ise analitik bir rubrikle incelenmiştir. Sonuçlar, çalışmada yer alan her üç boyutun da anlatım türüne göre önemli farklılık gösterirken görev planlamasının her boyut üzerinde farklı etkiye sahip olduğunu açığa çıkarmıştır.

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