任务类型和任务条件对英语专业大学生写作的影的研究.docx

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Introduction:
The ability to write effectively is a fundamental skill for students studying English. As such, numerous studies explore how various task types and conditions affect the writing of university students. This paper aims to analyze the impact of task types and conditions on the writing of English majors at university level.
Types of Task:
Different types of tasks influence the writing skills of students in various ways. According to Kroll (2003), the task can be classified into low-level and high-level tasks. A low-level task focuses on language accuracy, whereas a high-level task requires students to produce a more complex piece of writing with fluency, coherence, and accuracy. In contrast, Larsen-Freeman & Anderson (2011) categorize the task into a specific purpose or more general purpose. A particular purpose task requires students to write on a specific topic, while a general purpose task can apply to a variety of topics. The types of the task will, therefore, impact the complexity, accuracy, and fluency of the writing produced by students.
Task Conditions:
Writing tasks can also be presented under various conditions that impact the outcome. Krause (2006) claims that conditions such as collaboration, topic familiarity, and task experience affect the quality of writing. Students who collaborate may produce better writing as they share their views, ideas, and perspectives on the task. Familiarity with the topic empowers students' writing as they will have more knowledge of the subject. Additionally, task experience refers to the skill students bring to the task, which may or may not impact the writing quality.
Task Types and Conditions:
The nature of the task, as well as the conditions under which the task is carried out, can significantly impact the level of difficulty and the quality of the resulting writing. In the study carried out by Ong (2010), empirical evidence indicates that a high-level task with a specific purpose and familiarity with the topic resulted in better overall quality and grammar than low-level and general purpose tasks, respectively. Besides, the study found that collaborative writing with peer review improved the writing quality of students.
Implications of the Study:
The results of the study show that there is no one-size-fits-all approach when it comes to writing in English. The task's nature and conditions must be carefully considered to ensure that students produce high-quality writing. The results also suggest that collaborative writing with peer review can significantly improve the writing quality of students.
Conclusion:
In conclusion, the study shows that the task's nature and conditions significantly affect the quality of writing produced by students. Teachers must, therefore, be mindful of the type of task and the conditions under which the task is carried out in order to optimize students' writing skills. Additionally, the study emphasizes the importance of collaboration and peer review in improving student writing quality.