摘要：A need exists to address how the availability of digital platforms plays a role in collaborative writing. Further, interest has emerged to understand heritage language (HL) learners’ writing as a result of task-based peer interactions with either second language (L2) or HL learners across face-to-face (FTF) and synchronous computer-mediated communication (SCMC) modes. However, it remains unknown how pair type and interaction mode can influence advanced learners’ lexical performance on written texts through measures of lexical richness. Therefore, this study tested 13 HL–L2 and 16 HL–HL dyads enrolled in advanced Spanish content courses who completed two writing tasks across FTF and SCMC modes. The writing tasks consisted of the hiring (Task A) and laying off (Task B) of an individual for known Spanish companies. The written texts were analyzed for lexical richness through lexical density, lexical sophistication, and lexical diversity indices. The main results revealed that the HL–L2 pairs significantly produced a higher ratio of lexical density in their written texts. No significant results were found for lexical diversity or lexical sophistication across pair types and interaction mode. These results imply that HL–L2 pairs distinguished the register of the writing task more so than HL–HL pairs.
关键词：heritage language learners; task-based language teaching; synchronous computer mediated communication; writing tasks; lexical richness heritage language learners ; task-based language teaching ; synchronous computer mediated communication ; writing tasks ; lexical richness
