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Foster (2007:188)，“cognitive difficulty has important implications for ourunderstanding of how attention is deployed during task completion". It implied that theattention capacity of human available during language use is limited, the spending of attentionresource to one thing might leads to the deficiency of the other things，and the differentaspects of language use strives with each other, the emphasis on the complexity, for instance，might cause neglect of accuracy. Many researchers in the field of second language acquisitionhave done a large number of studies related to learners' psychological processing of taskcompletion, from the respects of speaking task, listening task, reading task and writing task,with the intention to find how the learners allocate and display their attention sources in theprocess of task completion, and how the characteristics of tasks related to the learner'slanguage performance, in addition, whether the conditions have effect on learners' languageperformance. These researches mainly covers all the aspects of language performance andhave come up with some findings that cognitive loads do has something to do with languagelearners' performance.

1.2 The significance of the study
As is known to all，writing is of an important role in language production and is anindispensable skill for the language learners. Writing skill is always being taken as the mostdifficult and essential skills for the language learners, especially for those who have taken asecond language as their major. Therefore，second language writing instruction has beenattach great importance in language teaching. In respects to writing instruction, there are twoapproaches commonly mentioned, the product approach and the process approach. Theproduct approach emphasizes on forms of the composition while process approach stressed onmeaning that the writer wants to convey. It is agreed that neither product approach nor processapproach is self-sufficient and there needs a balance of focusing on form and meaning,however, there is no consensus on whether the balance of these two approaches could beachieved. Dyer (1996:314) proposed that explicitly: “Second language composition theoryhas swung from 'process' but not back to the traditional ‘product’，rather to the task-based writing instruction which merges process and product in the concept of tasks’,. That means thebalance of composing forms and meaning can be achieve in the writing development by theway of using goal-oriented task. But Skehan (1999) points out that “the balanced languagedevelopment will not occur if we believe that tasks will take care of themselves and proposesthat more targeted selection and sequence of tasks are intended to foster the balancedlanguage development.

Chapter 2 Literature Review

2.1 Tasks in writing
As mentioned above, there are different definitions of tasks given by different researchersin the realm of applied linguistics and second language teaching.

2.1.1 Definition of task
As the central issue of the study, first and foremost, it is necessary to define the word“task’’. There are many definitions on task given by many researchers from their owncomprehension to task and their own researching positions.Of all the researches on task, there are two different approaches which originate from twofield of linguistics, the first is the approach of language teaching 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。