Abstract
This study examined the effects of content support during an integrated reading-writing task on second language learners’ writing performance and incidental vocabulary learning. Thirty-four Korean undergraduate students read an English opinion essay that presented a certain view, and wrote an argumentative essay that refuted the view. Target vocabulary items were eight pseudowords that replaced nouns in the opinion essay. Participants were randomly assigned to either –complex condition, in which they received useful ideas for refutation, or +complex condition where they had to generate their own ideas. Keystroke-logging files revealed that the participants without content support were significantly more likely to pause longer and more frequently between sentences and insert additional information during writing. Lack of content support was further shown to lead to superior ability to recognize target pseudoword forms.
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