The main objective of this article is to understand in detail how different learners respond to writing tasks and what consequences their individual choices have on language use. The texts were composed by Norwegian upper secondary school students of German as a foreign language (GFL). In total, seven written responses to two writing prompts were described and juxtaposed based on a meaning-orientated perspective, with a focus on the learners’ choices along ideational, interpersonal and textual dimensions. Even though the learners responded in similar ways to each of the tasks, the findings also showed considerable variation in how particular meaning dimensions were realised by the different writers. The current study speaks to the importance of taking account of learners’ task representations in writing tasks and activities in secondary school FL learning.

本文的主要目的是详细了解不同学习者对写作任务的反应，以及他们的个人选择对语言使用的影响。这些课文是由挪威的德语作为外语 (GFL) 的高中生编写的。总的来说，根据意义导向的观点，描述并并列了对两个写作提示的七份书面答复，重点关注学习者在概念、人际关系和文本方面的选择。尽管学习者对每项任务的反应方式相似，但研究结果还表明，不同作者对特定意义维度的理解方式存在很大差异。