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arches involving themother tongue, the research results reveal that student writers produce more lexicalsearches involving the mother tongue in the narrative task than in the argumentativetask. The last but not least, the results display that student writers use more upgradingtype searches in the argument task than in the narrative task, which means that theargumentative task need more L1 support in order to produce higher-levelcompositions.Two major reasons account for the findings about the impacts of task variation.The first reason is that narrative writing tasks are more likely to be a story-telling.This kind of tasks demands the student writers to do more descriptive work. In orderto describe the whole story, student writers use more adjectives and adverbs, whichoccupies large percentage of English vocabulary and the variation of the letterarrangement makes adjectives and adverbs hard to have a deep impression in EFLlearners’ mind. The second reason is that, according to EFL teaching in Chinese,teachers give students more practices about argumentative writing, but little innarrative writing.

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Conclusion

The two major findings of the present study are the variation of English writingtasks influence the performance of Chinese in solving lexical problems and theChinese language as mother tongue plays six roles in solving lexical problems in EFLwriting.The first finding is about one of the variables focusing on cognitive difficulty ofthe task the subjects required to do. The finding is that different levels of cognitivecomplexity elicit different use of the Chinese language in EFL writing in quantitativeand qualitative terms. The number of words in the protocols, number of lexicalsearches in the protocols, the number of lexical searches involving the Chineselanguage in the protocols is all measured in different ways. The finding about theeffects of task variation in the present study has three obvious aspects :1) The numberof lexical searches produced in the argumentative task is less than those in thenarrative task. 2) Student writers produce more lexical searches involving the mothertongue in the narrative task than in the argumentative task. 3) Student writers usemore upgrading type searches in the argument task than in the narrative task, so theargumentative task need more L1 support when improving and refining lexicalsearches than the narrative one.
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Reference (omitted)

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