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.

中文翻译：

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“Writing-to-learn”：任务重复对CSL作家注意形式的影响

第二语言 (L2) 写作的“从写作到学习”维度在过去十年中引起了理论和实证上的兴趣。任务重复是一个有趣的变量；然而，很少有人关注它在个人写作过程中的作用。本研究通过分析他们的写作过程，探讨任务重复对二语学习者注意形式的影响。四名汉语作为第二语言（CSL）的高级学习者被要求在有声思考的条件下在 10 天内完成两次写作任务。在参与者制作的有声思考协议中，语言相关情节 (LRE) 是作者对形式的关注的表现形式，我们从三个维度对其进行了分析：语言相关问题、问题解决策略和处理深度。结果表明，个人写作中的任务重复有助于学习者的汉语习得，因为学习者 1) 密切关注汉语的类型特征和新/复杂形式；2）力求语言表达准确；3) 被授予时间来访问外部资源并扩展他们的语言库。讨论了二语写作、二语中文教学和相关研究中与任务重复相关的影响。