ABSTRACT

The present study examined the complex structural relationships between the factors that influence L2 writing in more and less cognitively demanding tasks. To this end, 298 10th graders were recruited from a local high school in Korea. Participants completed tasks measuring L1 and L2 writing skills, L2 reading comprehension, L2 proficiency, L2 motivation, and L2 anxiety. Data were analyzed using structural equation modeling based on a total of six sets of instruments. The results showed that for less cognitively demanding literacy tasks, L1 narrative writing skill, L2 proficiency and L2 writing anxiety had a direct impact on L2 narrative writing. L2 motivation had an indirect impact on L2 narrative writing through L2 proficiency. For more cognitively demanding tasks, L1 argumentative writing, L2 inferential reading, L2 proficiency, and L2 writing anxiety showed direct association to L2 argumentative writing. L2 motivation had an indirect effect on L2 argumentative writing through L2 proficiency and L2 inferential reading skill. These results suggest that differential sets of factors are working in tandem along the pathways to successful performance in more and less cognitively demanding literacy tasks.

摘要

本研究考察了在认知要求较高或较低的任务中影响二语写作的因素之间复杂的结构关系。为此，从韩国当地的一所高中招募了 298 名 10 年级学生。参与者完成了测量 L1 和 L2 写作技能、L2 阅读理解、L2 熟练程度、L2 动机和 L2 焦虑的任务。使用基于总共六组仪器的结构方程模型分析数据。结果表明，对于认知要求较低的读写任务，L1 叙事写作技能、L2 熟练程度和 L2 写作焦虑对 L2 叙事写作有直接影响。L2 动机通过 L2 熟练程度对 L2 叙事写作产生间接影响。对于认知要求更高的任务，L1 议论文写作，L2 推理阅读，L2 熟练程度，L2 写作焦虑与 L2 议论文写作直接相关。L2 动机通过 L2 熟练程度和 L2 推理阅读技巧对 L2 议论文写作产生间接影响。这些结果表明，不同的因素集在越来越多的认知要求的识字任务中沿着成功表现的途径协同作用。