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With the advent of task-based language teaching(TBLT)as a viable approach tosecond language(L2)education,researchers have investigated various factors thataffect L2 learners’task performance,especially pre-task planning.On the basis ofinformation processing theory,it is assumed that an opportunity to plan in advancemay enhance L2 task performance by allowing learners to allocate their attentionalresources to a wider range of aspects of the subsequent performance(Skehan,1996;Yuan&Ellis,2003).This idea has been tested extensively with L2 speakingperformance,and,overall,investigations have confirmed the positive effect ofpre-task planning on fluency and complexity of L2 oral production,although resultsfor accuracy are mixed(Ellis,2009).A question of theoretical and pedagogicalimportance is whether pre-task planning has the same impact on L2 writing as on L2speaking.This question remains open,partly because the majority of pre-taskplanning research has focused on L2 oral production and the few studies conducted inL2 writing contexts have produced contradictory results.

Writing is a multifactorial,complex,and cyclical psycho-cognitive process(Hyland,2003).English writing is one of the major challenges faced by ChineseEnglish learners,and how to improve students’English writing effectively has beenthe focus of researches on second language acquisition and foreign language teaching(Liu&Wang,2015).Among the writing studies,the writing process and writingproduct have received much attention in recent years(Ellis&Yuan,2004;Ong&Zhang,2013).Writing process is a cognitive process that integrates planning,composition,and revision(Flower&Hayes,1981).However,writing planning ishardly scheduled in the teaching process,so students may fail to complete the writingtask effectively(Gong&Luo,2006).

1.2 Research Objectives and Significance

English writing is one of the major challenges faced by Chinese Englishlanguage learners.As an important part of the writing process,pre-writing planninghas a significant effect on learners’writing performance.Most of the existingresearches on pre-writing planning focus on individual planning,with much lessattention paid to collaborative planning.The concept of collaborative learning,whichdraws on social constructivism shaped by Vygotsky(1978),is significant in the fieldof education.According to this approach,social interaction is indispensable forknowledge-building because it elicits scaffolding from interlocutors,thereby enablinglearners to go beyond their individual capacities.Research on L2 learning from asocial constructivist perspective has demonstrated that collaboration during task-basedinteraction provides learners with opportunities to pool their ideas and knowledgeabout language,leading to better performance(e.g.,Donato,1994;Storch,2002,2005;Swain&Lapkin,1998).However,the studies on the effects of individual andcollaborative planning on l2 writing performance still had some contradictory findings,which need to be further explored.As for task complexity,it is an important feature tomeasure the cognitive demands of a task,which may provide a basis本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。