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摘要：When writing a text, EFL student writers frequently come across languageproblems, many of which are lexical in fact. In order to enhance the quality ofstudents’ writing, researchers should know the real mechanism of lexical outputduring the writing process.

not speak English as their first language. It indicates the teaching ofEnglish in a non-English-speaking region. Many EFL students study English in school,and do so for academic purposes. They do not need to speak English in their daily life,since most of the people around them speak the same language that they do. Learningcan occur either in the student's home country, as part of the normal school curriculumor otherwise, for the privileged minority. In China, EFL is learned either to passexams as a necessary part of one's education, or, for career progression while oneworks for an organization or a company with an international focus. In this thesis, L2is used exchangeably with EFL sometimes.Mother Tongue (also native language, first language, mother language, or L1) isthe language(s) a person has learned from birth or within the critical period, or that aperson speaks the best and so is often the basis for sociolinguistic identity.
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2.2 Previous Researches on L2 Writing Process
The substantial researches overseas about the planning, formulation, revisionstage and variables are firstly reviewed in this part, and then the related publishedliterature in China.The writing process is divided into three phrases: Planning, Formulation andRevision (Murphy, 2010). Some researchers (Beare, 2000; Jones & Tetroe, 1987;Krapels, 1990; Uzawa & Cumming, 1989; Wang, 2003; Woodall, 2002) conductresearches about the three phrases from different aspects.The scholars that do some researches in the planning stage have some findings.For example, in Jone and Tetroe’s research (1987), they analyzed the process of sixexcellent Spanish learners and observed the planning process of second languagewriting and found plenty of examples of using mother tongue. Cumming (1990)studied 23 Canadians whose second language is French and he found that no matterwhich language proficiency they are, they use mother tongue in the planning stage.Friedlander (1990) found 28 high-level English learners in China and did similarresearches in 1990. His finding is that the writers who use mother tongue to composehave higher level compositions.
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Chapter Three Research Methodology.......10
3.1 Research Design.......10
3.1.1 Research Subjects ......10
3.1.2 Variables of the Research.......11
3.2 Research Method .....12
3.3 Research Procedures ......13
3.4 Data Process, Analysis and Results .......17
3.4.1 Task as a variable in the Chinese language....18
3.4.2 Mother tongue’s role in solving lexical problems .....21
Chapter Four Discussions of Research Results......29
4.1 Impacts of task variation......29
4.2 The roles of the mother tongue ........30
4.3 Individual differences ....31
Chapter Five Conclusion, Implications and Limitations....33
5.1 Conclusion .........33
5.2 Implications........34
5.3 limitations ....35

Chapter Four Discussions of Research Results

4.1 Impacts of task variation
In order to answer Research Question One, the results of the study show that taskvariation makes great effect on the lexical searches in three aspects. The first aspect isthat the number of lexical searches produced in the argumentative task is fewer thanthose in the narrative task. Then, focusing on the lexical se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。