频次作用是近些年二语习得研究中的新研究热点，重复任务是频次作用研究中的方式之一。重复任务也被认为是二语习得过程中提高各种技能的有效途径。已有研究证实重复任务能够提高二语学习者的语言输出的流利度、准确性和复杂性。本研究着重揭示重复任务作用对二语写作的影响，以期对中学英语写作教学有所启示。本研究选取34名初三级学生为研究对象。在为期七周的时间内重复写作三次，另加一次新话题写作，共完成四次写作任务。前三次重复写作中的写作要求和话题完全相同，第四次写作话题与前三次重复写作话题不完全相同但可以归为相同主题，例如本次实验的前三次写作的话题是“谈帮助方面的亲身经历”，第四次写作的话题是“谈感恩方面的亲身经历”，两个话题都可以归为帮助别人的经历。实验结果显示，重复写作不仅能够促进初中学生的写作整体水平，提高写作的流利度、复杂性和准确性，还能够促进初中生在写作中运用丰富的词汇。这些丰富词汇能够迁移到新话题的写作中去。本研究的意义在于对中学写作教学实践的启示。在写作教学中，教师可尝试改善目前不断变化的新话题写作模式，使用重复写作方式，让学生能够将更多的注意力资源从熟悉话题、构思文章转移到正确使用丰富的词汇，准确表达文章内容方面。本研究充实了重复任务方面的研究，也对重复任务写作教学实践的不足与局限给出了相关建议。关键词：重复任务；话题写作；丰富词汇；词汇运用；初中生

The study of frequency effects is one of the popular research issues in second language acquisition (SLA) in recent years and, task repetition is one of them. Task repetition has been given much attention and has proven to be effective by many studies in SLA. It is found that repetition of writing tasks helps increase fluency and complexity to some extent, accuracy as well. This thesis reports a study that explores the influence of task repetition on writing in the hope that it might be the inspiration for English writing teaching in Chinese middle schools. Thirty-four Junior Three students participated in the 7-week study and wrote their compositions on the same topic for three times with the fourth one which belongs to the same theme but a different topic. The research discovers that generally the repetition of writing tasks significantly contributes to the improvement of writing quality and fluency．It also helps improve the students’ vocabulary ability. They can use those high level words in new compositions.This study has implications for teaching writing in Chinese middle schools. It suggests teachers not always making students write new topics but rewrite the similar topics. It might make students express the idea accurately by using high level words properly from concentrating more from understanding the topics and designing the idea of the compositions.This research will enrich the study of task repetition. Suggestions, however, are also given as the author is aware of the relative shortcomings and limitations of task repetition model.Key words: task repetition, writing task, vocabulary, the use of words, junior students