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Sample records for language l1 writing

  1. Voice and Narrative in L1 Writing

    DEFF Research Database (Denmark)

    Krogh, Ellen; Piekut, Anke

    This paper investigates issues of voice and narrative in L1 writing. Three branches of research are initial-ly discussed: research on narratives as resources for identity work, research on writer identity and voice as an essential aspect of identity, and research on Bildung in L1 writing. Subsequ...... training of voice and narratives as a resource for academic writing, and that the Bildung potential of L1 writing may be tied to this issue.......This paper investigates issues of voice and narrative in L1 writing. Three branches of research are initial-ly discussed: research on narratives as resources for identity work, research on writer identity and voice as an essential aspect of identity, and research on Bildung in L1 writing....... Subsequently, two empirical investigations of L1 writing in a Danish upper secondary school are presented. The first study is based on longitudinal interview data and analyses one student’s experience as an L1 writer in the transition from lower secondary to upper secondary school. A high-achieving student in...

  2. Voice and Narrative in L1 Writing

    DEFF Research Database (Denmark)

    Krogh, Ellen; Piekut, Anke

    2015-01-01

    This paper investigates issues of voice and narrative in L1 writing. Three branches of research are initial-ly discussed: research on narratives as resources for identity work, research on writer identity and voice as an essential aspect of identity, and research on Bildung in L1 writing. Subsequently, two empirical investigations of L1 writing in a Danish upper secondary school are presented. The first study is based on longitudinal interview data and analyses one student’s experience as an L1 writer in the transition from lower secondary to upper secondary school. A high-achieving student in lower secondary L1, she found that her previous writing strategies were not rewarded in upper secondary school. In the second empiri-cal study, two upper-secondary exam papers are investigated, with a focus on their approaches to exam genres and their use of narrative resources to address issues of voice and identity. In the first paper, the student writer is provoked by the text material to attempt a private narrative.In the second paper, the student provides a personal narrative framework for his argumentation. In conclusion, this paper argues that empirical cases document a need for explicit training of voice and narratives as a resource for academic writing, and that the Bildung potential of L1 writing may be tied to this issue.

  3. Voice and Narrative in L1 Writing

    DEFF Research Database (Denmark)

    Krogh, Ellen; Piekut, Anke

    . Subsequently, two empirical investigations of L1 writing in a Danish upper secondary school are presented. The first study is based on longitudinal interview data and analyses one student’s experience as an L1 writer in the transition from lower secondary to upper secondary school. A high-achieving student in...... voice and identity. In the first paper, the student writer is provoked by the text material to attempt a private narrative. In the second paper, the student provides a personal narrative framework for his argumentation. In conclusion, this paper argues that empirical cases document a need for explicit...

  4. L1 Use during L2 Writing: An Empirical Study of a Complex Phenomenon

    Science.gov (United States)

    van Weijen, Daphne; van den Bergh, Huub; Rijlaarsdam, Gert; Sanders, Ted

    2009-01-01

    This study examined writers' use of their first language (L1) while writing in their second language (L2). Twenty students each wrote four short argumentative essays in their L1 (Dutch) and four in their L2 (English) under think-aloud conditions. We analysed whether L1 use varied between writers and tasks, and whether it was related to general…

  5. L1 Use during L2 Writing: An Empirical Study of a Complex Phenomenon

    Science.gov (United States)

    van Weijen, Daphne; van den Bergh, Huub; Rijlaarsdam, Gert; Sanders, Ted

    2009-01-01

    This study examined writers' use of their first language (L1) while writing in their second language (L2). Twenty students each wrote four short argumentative essays in their L1 (Dutch) and four in their L2 (English) under think-aloud conditions. We analysed whether L1 use varied between writers and tasks, and whether it was related to general…

  6. Foreign Language Writing and Translation

    Directory of Open Access Journals (Sweden)

    Wuri Soedjatmiko

    2003-01-01

    Full Text Available In L1 writing, every writer is said to have experienced writer's block. To overcome this writers are suggested that they continue writing without stopping to edit typing mistakes or find appropriate words. Using 14 fourth-semester students of the English Department whose L1 is Indonesian as subjects, and consulting experts' findings and experience in writing, this study attempts to qualitatively describe the flow of thoughts of the subjects while writing in English, i.e., whether or not they think in bahasa Indonesia and translate it into English. Three steps are employed. The first is by evaluating the subjects first writing draft to see whether or not they choose appropriate words, compose sentences, and put them in coherent paragraphs. Some guiding assumptions are drawn from their work on the strategies utilized to overcome writer's block. The second step is checking through open interviews. The last step sees whether or not the strategies are related to the writer's language competence as shown by the average of subjects grades in dictation, reading, writing and structure from Semester 1 to Semester 4. The findings show that strategies used whether or not translation is used are not affected by the subjects' language competence. Almost all subjects think in bahasa Indonesia and translate their thoughts into English. From the four subjects who claim to always write directly in English, only two write clearly and well-organized writing, and one of them the best of all even says that she does not hesitate to consult dictionary if necessary. This study then suggests the teaching of EFL writing in class encourage students to think in Indonesian. In writing the first draft, students should be allowed or advised to write the Indonesian expressions to maintain the flow of their writing.

  7. Lexical Bundles in L1 and L2 Academic Writing

    OpenAIRE

    Yu-Hua Chen; Paul Baker

    2010-01-01

    This paper adopts an automated frequency-driven approach to identify frequently-used word combinations (i.e., lexical bundles) in academic writing. Lexical bundles retrieved from one corpus of published academic texts and two corpora of student academic writing (one L1, the other L2), were investigated both quantitatively and qualitatively. Published academic writing was found to exhibit the widest range of lexical bundles whereas L2 student writing showed the smallest range. Furthermore, som...

  8. Lexical Bundles in L1 and L2 Academic Writing

    Science.gov (United States)

    Chen, Yu-Hua; Baker, Paul

    2010-01-01

    This paper adopts an automated frequency-driven approach to identify frequently-used word combinations (i.e., "lexical bundles") in academic writing. Lexical bundles retrieved from one corpus of published academic texts and two corpora of student academic writing (one L1, the other L2), were investigated both quantitatively and qualitatively.…

  9. Plagiarism in Second-Language Writing

    Science.gov (United States)

    Pecorari, Diane; Petric, Bojana

    2014-01-01

    Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then…

  10. The Interlanguage Grammar of Information Management in L1 and L2 Developing Writing

    Science.gov (United States)

    Kenkel, James; Yates, Robert

    2009-01-01

    In the tradition of work by Shaughnessy (1977) and Bartholomae (1980) applying concepts from second language acquisition research to developing writing, we explore the commonalities of L1 and L2 writers on the specific level of linguistic choices needed to order information within and across sentence boundaries. We propose that many of the kinds…

  11. Early writing development in L1 English speaking children.

    Directory of Open Access Journals (Sweden)

    Lasenby, J.

    2007-10-01

    Full Text Available This paper reports on the developmental and psychometric properties of an early writing task. The study was carried out over four years in Toronto, Canada with L1 English-speaking children. Two cohorts of children who began in Nursery School were followed to the end of their Grade 1 year. Children were administered the same writing task at four time points along with standardized measures of early reading. The early writing task required children to write words and number and word combinations; we examined how children move from understanding print as “objects” to understanding print as representation of sounds. We also examined how writing in Nursery School and Kindergarten related to later literacy skills. The methodology allowed us to examine the extent to which early writing in Nursery School (3 years old and Junior Kindergarten (4 years old predicted later literacy skills when children were in Grade 1 (6 years old and were receiving formal reading instruction. Results show characteristic features of children’s early writing of number and word combinations at each of the four grade levels and show that performance on the writing task in Kindergarten predicted reading skills at the end of Grade 1.

  12. Differences in L1 and L2 Academic Writing

    OpenAIRE

    Yingli Wang

    2012-01-01

    Since the first contrastive rhetoric study by Kaplan in 1966, many studies have been produced, and over several decades of development, there have been many contributions gained from previous contrastive rhetoric studies. In this article, many kinds of differences existing in L1 and L2 academic writing have been discussed. I will categorize the differences in three major parts as following: differences in the level of lexicon, differences in the level of sentence, and differences in the level...

  13. Foreign Language Writing and Translation

    OpenAIRE

    Wuri Soedjatmiko; Agnes Santi Widiati

    2003-01-01

    In L1 writing, every writer is said to have experienced writer's block. To overcome this writers are suggested that they continue writing without stopping to edit typing mistakes or find appropriate words. Using 14 fourth-semester students of the English Department whose L1 is Indonesian as subjects, and consulting experts' findings and experience in writing, this study attempts to qualitatively describe the flow of thoughts of the subjects while writing in English, i.e., whether or not they ...

  14. Teachers' Language: L1 Attrition in Russian-English Bilinguals

    Science.gov (United States)

    Isurin, Ludmila

    2007-01-01

    The present study reports on the evidence of first language (L1) attrition in a population that may appear to be the most resistant to L1 changes. Russian monolinguals (n=3) and Russian-English bilinguals (n=10) participated in the study. The bilinguals were graduate students teaching Russian as a foreign language at a U.S. university. The data…

  15. Writing in first and second language: empirical studies on text quality and writing processes

    OpenAIRE

    Tillema, M.|info:eu-repo/dai/nl/314571566

    2012-01-01

    This thesis is about writing proficiency among students of secondary education. Due to globalization, the ability to express oneself in a language other than the first language (L1) is increasingly becoming a condition for educational success. In The Netherlands, this ‘other’ or second language (L2) is usually English. Although secondary school students are already quite able to express themselves in English, their L2 essays are often of lower quality than L1 essays, in terms of language use,...

  16. Panel: Opportunities and Challenges of Writing in a Second Language

    DEFF Research Database (Denmark)

    Kupatadze, Ketevan; Chiu, Scott C.; Cozart, Stacey Marie; Jensen, Tine Wirenfeldt; Wichmann-Hansen, Gitte

    in achieving their goals as second/foreign language writers, and transferring their academic writing skills from one language into another, or from one context to another? Method: Through surveys, questionnaires, students feedback and analysis of students writing, the panel participants will look at......-context research into second/foreign language writing is essential for a clearer and broader picture to emerge on L2 writing. To this end, the panel will bring together specialists from around the world, from different types of institutions, with different student bodies, who will present their research on...... address the need for designing more successful approaches to supporting students’ writing skills and to teaching advanced level writing in the second/foreign language classroom by examining students’ perception of writing and, more specifically, the link between L1 and L2 writing experiences. References...

  17. Foreign Language Writing and Translation

    Directory of Open Access Journals (Sweden)

    Wuri Soedjatmiko

    2002-01-01

    Full Text Available Abstract: In LI writing, every writer is said to have experienced writer's block. To overcome this writers are suggested that they continue writing without stopping to edit typing mistakes or find appropriate words. Using 14 fourth-semester students of the English Department whose LI is Indonesian as subjects, and consulting experts' findings and experience in writing, this study attempts to qualitatively describe the flow of thoughts of the subjects while writing in English, i.e., whether or not they think in bahasa Indonesia and translate it into English. Three steps are employed. The first is by evaluating the subjects first writing draft to see whether or not they choose appropriate words, compose sentences, and put them in coherent paragraphs. Some guiding assumptions are drawn from their work on the strategies utilized to overcome writer's block. The second step is checking through open interviews. The last step sees whether or not the strategies are related to the writer's language competence as shown by the average of subjects grades in dictation, reading, writing and structure from Semester 1 to Semester 4. The findings show that strategies used whether or not translation is used are not affected by the subjects' language competence. Almost all subjects think in bahasa Indonesia and translate their thoughts into English. From the four subjects who claim to always write directly in English, only two write clearly and well-organized writing, and one of them the best of all even says that she does not hesitate to consult dictionary if necessary. This study then suggests the teaching of EFL writing in class encourage students to think in Indonesian. In writing the first draft, students should be allowed or advised to write the Indonesian expressions to maintain the flow of their writing.

  18. First language transfer in second language writing: An examination of current research

    Directory of Open Access Journals (Sweden)

    Khaled Karim

    2013-01-01

    Full Text Available First language (L1 transfer has been a key issue in the field of applied linguistics, second language acquisition (SLA, and language pedagogy for almost a century. Its importance, however, has been re-evaluated several times within the last few decades. The aim of this paper is to examine current research that has investigated the role of L1 transfer in second language (L2 writing. The paper begins by discussing the different views of L1 transfer and how they have changed over time and then reviews some of the major studies that have examined the role of L1 transfer both as a learning tool and as a communicative strategy in L2 writing. The paper concludes with a number of suggestions for L2 writing instruction and future research.

  19. Spanish as a Second Language when L1 Is Quechua: Endangered Languages and the SLA Researcher

    Science.gov (United States)

    Kalt, Susan E.

    2012-01-01

    Spanish is one of the most widely spoken languages in the world. Quechua is the largest indigenous language family to constitute the first language (L1) of second language (L2) Spanish speakers. Despite sheer number of speakers and typologically interesting contrasts, Quechua-Spanish second language acquisition is a nearly untapped research area,…

  20. Discourse Connectives in L1 and L2 Argumentative Writing

    Science.gov (United States)

    Hu, Chunyu; Li, Yuanyuan

    2015-01-01

    Discourse connectives (DCs) are multi-functional devices used to connect discourse segments and fulfill interpersonal levels of discourse. This study investigates the use of selected 80 DCs within 11 categories in the argumentative essays produced by L1 and L2 university students. The analysis is based on the International Corpus Network of Asian…

  1. Panel: Opportunities and Challenges of Writing in a Second Language

    DEFF Research Database (Denmark)

    Kupatadze, Ketevan; Chiu, Scott C.

    The advancement of Globalization has simultaneously diluted the need for writing in languages other then English and made us more aware of differences between diverse cultures. Hence, writing in a second/foreign language has acquired a new role. In order for individuals to compete on the international scale, they have to master a foreign language. Yet, the processes and elements of tasks involved in writing in L1 and L2 are far from identical. When writing in the L2, individual writers inevitably engage in the changing contexts between the language uses of L1 and L2 and apply their learned knowledge and principles to the writing situations they perceive as suitable or doable. Students’ perception about the role of language in Globalized world and language learning, as well as their self-perception plays an integral role in their ability to transfer knowledge when writing in a second/foreign language. This is particularly true when one teaches adult groups of students who have already formed distinct identities as academically and professionally successful L1 writers. The participants of our panel will look at students from different backgrounds with the shared interest in finding out how writing in a second/foreign language shapes writer’s identity. To further examine and understand the nature of writing across different contexts, the panel will consider how student attitudes and perceptions play into writer development and knowledge transfer from L1 to L2. The participants will explore the opportunities and problems of writing in L2, as well as the effects that second/foreign language writing has on writers’ identities, by asking the following guiding questions: 1). How do students develop identities and self-perceptions as L1 and L2 writers? How and to what degree, are their identities as L1 and L2 writers similar or different from each other? 2). How do students develop beliefs and attitudes towards L2 writing? How do their L1 writing experiences inform their L2 writing strategies? How do rhetorical and discursive strategies of L1 writing impact students’ learning of L2 writing and should such impact be viewed as an opportunity or as a problem when teaching second/foreign language writing? 3). What type of support do students need to become better L2 writers? What are their particular pedagogical needs? How can writing instructors or practitioners best support our students in achieving their goals as second/foreign language writers, and transferring their academic writing skills from one language into another, or from one context to another? Method: Through surveys, questionnaires, students feedback and analysis of students writing, the panel participants will look at the possibilities and problems of writing transfer from L1 to L2, as well as the effects that second language writing has on writers’ native identities, especially in the circumstances when they are already seeing the blurring frontiers between native and foreign cultural realms. Cross-context research into second/foreignlanguage writing is essential for a clearer and broader picture to emerge on L2 writing. To this end, the panel will bring together specialists from around the world, from different types of institutions, with different student bodies, who will present their research on teaching and learning L2 writing in diverse linguistic, cultural, institutional, and pedagogical contexts. We invite the audience to look at students from different backgrounds with the shared interest of finding out how writing in a second/foreign language shapes writers’ identities. This panel will also address the need for designing more successful approaches to supporting students’ writing skills and to teaching advanced level writing in the second/foreign language classroom by examining students’ perception of writing and, more specifically, the link between L1 and L2 writing experiences. References: Literacy-based language learning (Richard Kern 2000, Claire Krasch, 1993); Wiring assessment (Carl Bereiter, 1995); Learning and writing transfer (Greeno

  2. Task Response and Text Construction across L1 and L2 Writing

    Science.gov (United States)

    Kobayashi, Hiroe; Rinnert, Carol

    2008-01-01

    This exploratory study, undertaken from a socio-cognitive perspective, aims to investigate the effects of intensive preparatory high school training in L1 and/or L2 essay writing for university entrance exams. The analysis focuses on the task response and structural features in L1 (Japanese) and L2 (English) essays written by first-year Japanese…

  3. Task Response and Text Construction across L1 and L2 Writing

    Science.gov (United States)

    Kobayashi, Hiroe; Rinnert, Carol

    2008-01-01

    This exploratory study, undertaken from a socio-cognitive perspective, aims to investigate the effects of intensive preparatory high school training in L1 and/or L2 essay writing for university entrance exams. The analysis focuses on the task response and structural features in L1 (Japanese) and L2 (English) essays written by first-year Japanese…

  4. The Effect of Second Language Writing Ability on First Language Writing Ability

    OpenAIRE

    Nastaran Mehrabi

    2014-01-01

    This study was conducted to investigate the influence of second language writing ability on first language writing ability. To do so, two different groups of university students, majoring in English and non-English (nursing), were chosen to write compositions on a topic of their interest. At first, students in both groups were asked to write about 200 words on a topic in their first language. Then, the students studying English passed a course in writing which was called Grammar and Writing C...

  5. On the Effects of L2 on Iranian Bilinguals’ L1 Writing Ability

    Directory of Open Access Journals (Sweden)

    Hessam Agheshteh

    2015-08-01

    Full Text Available While the effects of L1 on L2 have been extensively investigated, the effects of L2 on L1 have been largely ignored. The present study attempted to address this issue by investigating the effects of L2 English on Iranian Bilinguals’ L1 writing ability. For this end, 61 participants, 30 bilinguals and 31 monolinguals, were assessed on an essay-writing test in their L1. The gathered data were analyzed using independent samples t-test in which the tobs (2.37 was higher than the critical value (2.00 at the significance level of 0.05. The bilinguals, as indicated by the results of the independent samples t-test, performed better than the monolinguals on their L1 writing ability indicating the positive effects bilingualism, here English, could have even on L1 writing ability, which provides more evidence for cross-linguistic influence.Keywords: Bilingualism, cross-linguistic influence, monolingualism 

  6. TEACHING CREATIVE WRITING IN ENGLISH LANGUAGE CLASSROOM

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    MARKU MONIS AND . M. V. RODRIQUES

    2012-11-01

    Full Text Available Writing, like all other aspects of language, is communicative. In our real life we write e-mails, notes, covering letters, reports, curriculums, assignments, essays and so on. Some of us write articles or work on forums and websites. A few write stories and poems. All of these writing tasks have a communicative purpose and a target audience. In the English language classroom, however, writing often lacks this. There are many reasons, as there are lots of ways to make the writing, we do with learners more communicative. There are many areas in which language learners can benefit from creative writing. Students express themselves and their own ideas. Most teachers would agree that what we want to say, what comes from the heart, we are happier to work on. Creative Writing (CW can be very stimulating and a lot of fun. Creative writing involves playful but rigorous work with language. A lot of people seem to associate creative writing with an "anything goes" mentality. However, in order to produce a good text, poem, short story or dramatic scene, the language needs to be correct and it needs to work. Creative Writing requires greater precision in expression. In order to say precisely what they mean, students have to be very careful in their use of vocabulary and idioms. In this article, an effort is made to discuss the characteristics and difficulties of CW and similarly, a few ideas for CW writing, benefits of CW and solutions to simplify and make it interesting is presented.

  7. L1/L2/L3 Writing Development: Longitudinal Case Study of a Japanese Multicompetent Writer

    Science.gov (United States)

    Kobayashi, Hiroe; Rinnert, Carol

    2013-01-01

    This longitudinal case study, supplemented by cross-sectional comparisons among five groups of writers with differing backgrounds, investigates how Natsu, a Japanese multilingual writer, developed her L1, L2 (English), and L3 (Chinese) writing competence over two and a half years. To create a comprehensive picture of this multilingual writer, the…

  8. Contributions of Word-Level and Verbal Skills to Written Expression: Comparison of Learners Who Speak English as a First (L1) and Second Language (L2)

    Science.gov (United States)

    Babayigit, Selma

    2014-01-01

    The study investigated the role of word-level and verbal skills in writing quality of learners who spoke English as a first (L1) and second (L2) language. One hundred and sixty-eight L1 and L2 learners (M = 115.38 months, SD = 3.57 months) participated in the study. All testing was conducted in English. There was a statistically significant L1…

  9. Critical contrastive rhetoric: The influence of L2 letter writing instruction on L1letter writing

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    Mehrnoosh Fakharzadeh

    2014-08-01

    Full Text Available The present study employed critical contrastive rhetoric to investigate the L2 to L1 transfer of organizational pattern and directness level of speech acts in business complaint letters. By examining the L1 complaint letters of 30 tourism university students in two phases of study, pre and post instruction of English complaint letter, the study revealed that the rhetorical organization of Persian letters are in a state of hybridity. The post instruction comparison of letters, however, showed a tendency towards applying English conventions both in organization and directness level of complaint speech act in the L1 complaint letters. The results also revealed that after instruction the expert in the field of tourism viewed some letters as inappropriate in terms of politeness which is reflected through some lexical items.

  10. Thai EFL Students’ Writing Errors in Different Text Types: The Interference of the First Language

    OpenAIRE

    Somchai Watcharapunyawong; Siriluck Usaha

    2013-01-01

    This study aimed at analyzing writing errors caused by the interference of the Thai language, regarded as the first language (L1), in three writing genres, namely narration, description, and comparison/contrast. 120 English paragraphs written by 40 second year English major students were analyzed by using Error Analysis (EA).The results revealed that the first language interference errors fell into 16 categories: verb tense, word choice, sentence structure, article, preposition, modal/auxilia...

  11. Self-reported problems of L1 and L2 college writers: what can writing instructors do?

    OpenAIRE

    Bekar, Mira

    2011-01-01

    Understanding self-reported problems of L1 and L2 writers regarding the writing process holds important pedagogical implications for instructors to address their students’ specific writing needs. L2 writers were usually reported to have more difficulty setting goals and generating material, and to produce less accurate and effective texts (Leki, 1992; Silva 1993, 1997). This paper compares the self-reported writing difficulties of two groups: L1 (N=19) and L2 (N=19) freshman composition stude...

  12. Foreign Language Writing and Translation

    OpenAIRE

    Wuri Soedjatmiko

    2002-01-01

    Abstract: In LI writing, every writer is said to have experienced writer's block. To overcome this writers are suggested that they continue writing without stopping to edit typing mistakes or find appropriate words. Using 14 fourth-semester students of the English Department whose LI is Indonesian as subjects, and consulting experts' findings and experience in writing, this study attempts to qualitatively describe the flow of thoughts of the subjects while writing in English, i.e., whether or...

  13. The Effect of Stimulate Recall on 14-Year-Olds' L1 Swedish and EFL Writing and Revision.

    Science.gov (United States)

    Lindgren, Eva

    2002-01-01

    Investigates the possible effects of stimulated recall when used as a tool for reflection on text progression in first language and English-as-a-Foreign-Language writing. Particular focus is on revisions induced by the stimulated recall session and whether they are affected by writing language or genre. (Author/VWL)

  14. Writing Kurdish Alphabetics in Java Programming Language

    OpenAIRE

    Rebwar Mala Nabi; Sardasht M-Raouf Mahmood; Mohammed Qadir Kheder; Shadman Mahmood

    2016-01-01

    Nowadays, Kurdish programmers usually suffer when they need to write Kurdish letter while they program in java. More to say, all the versions of Java Development Kits have not supported Kurdish letters. Therefore, the aim of this study is to develop Java Kurdish Language Package (JKLP) for solving writing Kurdish alphabetic in Java programming language. So that Kurdish programmer and/or students they can converts the English-alphabetic to Kurdish-alphabetic. Furthermore, adding Kurdish langua...

  15. Comparison of University Level EFL Learners' Linguistic and Rhetorical Patterns as Reflected in Their L1 and L2 Writing

    Directory of Open Access Journals (Sweden)

    Abbas ZARE-EE

    2009-10-01

    Full Text Available This study focused on the linguistic and rhetorical patterns of L1 and L2 writing samples of Iranian EFL learners and aimed to determine possible quantitative differences. For this purpose, an intact EFL class including 30 Iranian EFL learners at an English department (F=21, M=9 was selected and the participants were asked to write English and Persian compositions on the same topic in an argumentative style in two separate sessions. These tasks were then holistically scored according to the ESL Composition Profile (Jacobs et. al. 1981 by two expert scorers. The number of words, number of words per sentences, number of spelling errors and number of T-units were also manually counted for both the English and the Persian tasks. The collected data were used to compare and contrast the linguistic and rhetorical patterns of the L1 and L2 writing samples. The results of the study showed that: a there was a moderate positive correlation (r=0.47 p<0.05 between L1 and L2 writing total scores, b texts written in L1 were significantly longer than those written in L2, c L1 writing texts were more complex than L2 writing ones in terms of T-units, d T-units in texts written in L1 were more than those written in L2, and e the number of spelling errors in L2 writing samples were higher than those of L1 writing samples. These results were compared to those of similar studies comparing L1 and L2 writing. Implications arising from these findings were also explained.

  16. Writing in English as a Second Language

    OpenAIRE

    Heinonen, Elisabeth

    2001-01-01

    The aim of this essay was to extend my knowledge of teaching writing and children's attitudes towards writing in English. I chose to focus my study on grade six, as I had the opportunity to work with two different classes in Linköping and Södertälje. I assigned them a free writing task as well as a questinnaire. In the literture study I intended to extend my knowledge of the process of writing in a second language. Throught the course of my research I have come to understand how important it...

  17. ¿Duermes mucho Tony? Interpersonal and Transactional Uses of L1 in the Foreign-Language Classroom

    OpenAIRE

    Higareda Sandra; López Georgina; Mugford Gerrard

    2009-01-01

    Whilst communicative teaching approaches sanction, often grudgingly, the limited use of the students’ first language (l1) in English Language Teaching (elt ), critical debate is now centred on a much more substantial and energetic role for the use of mother tongue in the language classroom. Justifications favouring the use of l1 currently range from ideological arguments to classroom teaching considerations. This paper contributes to this ongoing debate by examining how new generations o...

  18. ¿duermes mucho tony? interpersonal and transactional uses of l1 in the foreign-language classroom

    OpenAIRE

    Higareda, Sandra; López, Georgina; Mugford, Gerrard

    2009-01-01

    Whilst communicative teaching approaches sanction, often grudgingly, the limited use of the students’ first language (l1) in English Language Teaching (elt ), critical debate is now centred on a much more substantial and energetic role for the use of mother tongue in the language classroom. Justifications favouring the use of l1 currently range from ideological arguments to classroom teaching considerations. This paper contributes to this ongoing debate by examining how new generations of ...

  19. Feedback on second language students' writing

    OpenAIRE

    Hyland, K.; Hyland, F

    2006-01-01

    Feedback is widely seen as crucial for encouraging and consolidating learning, and this significance has also been recognised by those working in the field of second language (L2) writing. Its importance is acknowledged in process-based classrooms, where it forms a key element of the students' growing control over composing skills, and by genre-oriented teachers employing scaffolded learning techniques. In fact, over the past twenty years, changes in writing pedagogy and research have transfo...

  20. Code-Switching: L1-Coded Mediation in a Kindergarten Foreign Language Classroom

    Science.gov (United States)

    Lin, Zheng

    2012-01-01

    This paper is based on a qualitative inquiry that investigated the role of teachers' mediation in three different modes of coding in a kindergarten foreign language classroom in China (i.e. L2-coded intralinguistic mediation, L1-coded cross-lingual mediation, and L2-and-L1-mixed mediation). Through an exploratory examination of the varying effects…

  1. Does reading in shallow L1 orthography slow attrition of language-specific morphological structures?

    Science.gov (United States)

    Zaretsky, Elena; Bar-Shalom, Eva G

    2010-01-01

    This study looks at the relationship between L1 (Russian) attrition and L1 reading ability in Russian-English-speaking bilingual children. Ten Russian-English bilingual children and 10 adults participated in this study. Nine out of 10 children participants were born in the US and used L1 as their primary language of interaction within the family, but the intensity and the length of uninterrupted L1 exposure differed for each child. All participants were tested on perception (grammaticality judgement) and production (narrative) tasks to assess their sensitivity to and retention of the morphosyntactic structure of L1. All children showed some attrition of grammatical morphemes, specifically in the Russian systems of declension and conjugation; however, the degree of attrition correlated with reading ability in L1, i.e. children with L1 reading skills showed a lesser degree of attrition for some language-specific morphosyntactic structures. This finding shows interdependence of oral and reading skills and points to the role reading in language with shallow orthography may play in preservation of L1 grammatical structures in oral language. The implications for the clinical applications are also discussed. PMID:20345267

  2. Genre and Second-Language Academic Writing

    Science.gov (United States)

    Paltridge, Brian

    2014-01-01

    The term "genre" first came into the field of second-language (L2) writing and, in turn, the field of English for specific purposes (ESP) in the 1980s, with the research of John Swales, first carried out in the UK, into the introduction section of research articles. Other important figures in this area are Tony Dudley-Evans, Ann Johns…

  3. Using Wordles to Teach Foreign Language Writing

    Science.gov (United States)

    Baralt, Melissa; Pennestri, Susan; Selvandin, Marie

    2011-01-01

    This paper introduces readers to Wordle, a data visualization tool, and describes how word clouds, or wordles generated by Wordle, were used in an action research project designed to facilitate the teaching of foreign language (FL) writing within a dual coding theoretical framework. Over the course of one semester, students in a third-semester…

  4. Diversity Writing: Natural Languages, Authentic Voices

    Science.gov (United States)

    Marzluf, Phillip P.

    2006-01-01

    Though diversity serves as a valuable source for rhetorical inquiry, expressivist instructors who privilege diversity writing may also overemphasize the essential authenticity of their students' vernaculars. This romantic and salvationist impulse reveals the troubling implications of eighteenth-century Natural Language Theory and may,…

  5. Linguistic Audacity: Shakespeare's Language and Student Writing

    Science.gov (United States)

    Goodman, Barbara A.

    2011-01-01

    Shakespeare molded language to meet his needs. Can students learn from his example? In this article, the author suggests studying Shakespeare's creative use of functional shift, spelling, and vocabulary to help students develop greater control of their own writing. The author is advocating that teachers approach Shakespeare as descriptive…

  6. Enhancing Foreign Language Learning through Listening Strategies Delivered in L1: An Experimental Study

    Science.gov (United States)

    Bozorgian, Hossein; Pillay, Hitendra

    2013-01-01

    Listening used in language teaching refers to a complex process that allows us to understand spoken language. The current study, conducted in Iran with an experimental design, investigated the effectiveness of teaching listening strategies delivered in L1 (Persian) and its effect on listening comprehension in L2. Five listening strategies:…

  7. Activation Patterns throughout the Word Processing Network of L1-dominant Bilinguals Reflect Language Similarity and Language Decisions.

    Science.gov (United States)

    Oganian, Yulia; Conrad, Markus; Aryani, Arash; Spalek, Katharina; Heekeren, Hauke R

    2015-11-01

    A crucial aspect of bilingual communication is the ability to identify the language of an input. Yet, the neural and cognitive basis of this ability is largely unknown. Moreover, it cannot be easily incorporated into neuronal models of bilingualism, which posit that bilinguals rely on the same neural substrates for both languages and concurrently activate them even in monolingual settings. Here we hypothesized that bilinguals can employ language-specific sublexical (bigram frequency) and lexical (orthographic neighborhood size) statistics for language recognition. Moreover, we investigated the neural networks representing language-specific statistics and hypothesized that language identity is encoded in distributed activation patterns within these networks. To this end, German-English bilinguals made speeded language decisions on visually presented pseudowords during fMRI. Language attribution followed lexical neighborhood sizes both in first (L1) and second (L2) language. RTs revealed an overall tuning to L1 bigram statistics. Neuroimaging results demonstrated tuning to L1 statistics at sublexical (occipital lobe) and phonological (temporoparietal lobe) levels, whereas neural activation in the angular gyri reflected sensitivity to lexical similarity to both languages. Analysis of distributed activation patterns reflected language attribution as early as in the ventral stream of visual processing. We conclude that in language-ambiguous contexts visual word processing is dominated by L1 statistical structure at sublexical orthographic and phonological levels, whereas lexical search is determined by the structure of both languages. Moreover, our results demonstrate that language identity modulates distributed activation patterns throughout the reading network, providing a key to language identity representations within this shared network. PMID:26226076

  8. Comparison of University Level EFL Learners' Linguistic and Rhetorical Patterns as Reflected in Their L1 and L2 Writing

    OpenAIRE

    Abbas ZARE-EE; FARVARDIN, Mohammad Taghi

    2009-01-01

    This study focused on the linguistic and rhetorical patterns of L1 and L2 writing samples of Iranian EFL learners and aimed to determine possible quantitative differences. For this purpose, an intact EFL class including 30 Iranian EFL learners at an English department (F=21, M=9) was selected and the participants were asked to write English and Persian compositions on the same topic in an argumentative style in two separate sessions. These tasks were then holistically scored according to the ...

  9. Tracing the Culture behind Writing: Rhetorical Patterns and Bidirectional Transfer in L1 and L2 Essays of Turkish Writers in Relation to Educational Context

    Science.gov (United States)

    Uysal, Hacer Hande

    2008-01-01

    The study examines whether writers from shared cultural backgrounds display common writing patterns in their texts and whether these patterns differ while writing in L1 versus L2. The study explored the presence and bidirectional transfer of rhetorical patterns in eighteen Turkish participants' writing in relation to previous writing instructional…

  10. Enhancing Foreign Language Learning through Listening Strategies Delivered in L1: An Experimental Study

    OpenAIRE

    Hitendra Pillay; Hossein Bozorgian

    2013-01-01

    Listening used in language teaching refers to a complex process that allows us to understand spoken language. The current study, conducted in Iran with an experimental design, investigated the effectiveness of teaching listening strategies delivered in L1 (Persian) and its effect on listening comprehension in L2. Five listening strategies: Guessing, making inferences, identifying topics, repetition, and note-taking were taught over 14 weeks during a semester. Sixty lower intermediate female p...

  11. The impact of language co-activation on L1 and L2 speech fluency.

    Science.gov (United States)

    Bergmann, Christopher; Sprenger, Simone A; Schmid, Monika S

    2015-10-01

    Fluent speech depends on the availability of well-established linguistic knowledge and routines for speech planning and articulation. A lack of speech fluency in late second-language (L2) learners may point to a deficiency of these representations, due to incomplete acquisition. Experiments on bilingual language processing have shown, however, that there are strong reasons to believe that multilingual speakers experience co-activation of the languages they speak. We have studied to what degree language co-activation affects fluency in the speech of bilinguals, comparing a monolingual German control group with two bilingual groups: 1) first-language (L1) attriters, who have fully acquired German before emigrating to an L2 English environment, and 2) immersed L2 learners of German (L1: English). We have analysed the temporal fluency and the incidence of disfluency markers (pauses, repetitions and self-corrections) in spontaneous film retellings. Our findings show that learners to speak more slowly than controls and attriters. Also, on each count, the speech of at least one of the bilingual groups contains more disfluency markers than the retellings of the control group. Generally speaking, both bilingual groups-learners and attriters-are equally (dis)fluent and significantly more disfluent than the monolingual speakers. Given that the L1 attriters are unaffected by incomplete acquisition, we interpret these findings as evidence for language competition during speech production. PMID:26298087

  12. Invented spelling in various contexts: Introduction to a special issue of L1 Educational Studies in Language and Literature.

    OpenAIRE

    Fijalkow, J.

    2007-01-01

    Researchers working on acquisition of written language by children are traditionally more interested in reading than in writing even if, today, spelling and writing have become common subjects of research and the themes of academic conferences.

  13. Written Corrective Feedback in Second Language Acquisition and Writing

    Science.gov (United States)

    Bitchener, John; Ferris, Dana R.

    2011-01-01

    What should language and writing teachers do about giving students written corrective feedback? This book surveys theory, research, and practice on the important and sometimes controversial issue of written corrective feedback, also known as "error/grammar correction," and its impact on second language acquisition and second language writing…

  14. Beliefs and Practices about Writing in a Foreign Language among Economists Working in Two Languages

    DEFF Research Database (Denmark)

    Petersen, Margrethe; Shaw, Philip

    Product-oriented analyses have shown that academic English (the predominant L2 in their environment: Phillipson and Skuttnab-Kongas 1995) written by Scandinavian writers differs from that of L1 English writers in ways that might work to the disadvantage of the writers in terms of recognition or publishability. Simultaneously language-policy scholars have problematised the predominance of English in many academic fields. There is of course a great deal of individual variation in terms of language choice and publication success. We investigated the writing practices of some 75 Danish academics in various fields of economics and business studies by means of a questionnaire, and then interviewed a proportion of the respondents to get a richer sense of their practices, the intertextuality that lies behind them, the factors that lead to differential language choice and success, and the academics´ attitude to the predominance of English. We identified : a wide range of attitudes to the difficulty of writing in L2; practices associated with successful writing; fields in which international publication was more or less important; and a general reliance on implicit knowledge and intuitive learning, in contrast to the current trend towards explicit teaching of genre and rhetoric.

  15. Enhancing Foreign Language Learning through Listening Strategies Delivered in L1: An Experimental Study

    Directory of Open Access Journals (Sweden)

    Hitendra Pillay

    2013-01-01

    Full Text Available Listening used in language teaching refers to a complex process that allows us to understand spoken language. The current study, conducted in Iran with an experimental design, investigated the effectiveness of teaching listening strategies delivered in L1 (Persian and its effect on listening comprehension in L2. Five listening strategies: Guessing, making inferences, identifying topics, repetition, and note-taking were taught over 14 weeks during a semester. Sixty lower intermediate female participants came from two EFL classrooms in an English language institute. The experimental class (n = 30 who listened to their classroom activities performed better (t value = 10.083 than the control class using a methodology that led learners through five listening strategies in Persian. The same teacher taught the students in the control class (n = 30, who listened to the same classroom listening activities without any of the above listening strategies. A pre and post listening test made by a group of experts in the language institute assessed the effect of teaching listening strategies delivered in L1. Results gathered on the post intervention listening test revealed that listening strategies delivered in L1 led to a statistically significant improvement in their discrete listening scores compared with the control group.

  16. Developing Speaking and Writing Skills of L1 Arabic EFL Learners through Teaching of IPA Phonetic Codes

    OpenAIRE

    Hussam Rajab

    2013-01-01

    This exploratory study investigated the development of speaking and writing skills of L1 Arabic EFL learners based on their level of perception and understanding of phonetic transcriptions through visualisation of letter-to-symbol representations using the International Phonetic Alphabet (henceforth IPA). The participants were 169 University-level Preparatory Year Program (PYP) male Saudi EFL students. The study was carried out as a pedagogical approach to improve university first year studen...

  17. Promises and Obstacles of L1 Use in Language Classrooms: A State-of-the-Art Review

    Science.gov (United States)

    Ghobadi, Mehdi; Ghasemi, Hadi

    2015-01-01

    Translation and language teaching techniques which take language learners' first language (L1) as point of reference for teaching the second language (L2) have been long discouraged on the ground that these teaching techniques would end in the fossilization of L2 structure forms in the learner's Interlanguage system. However, in recent years, the…

  18. Using Arabic (L1) in testing reading comprehension in English (L2) as a foreign language

    OpenAIRE

    Al-Qudairy, Abdullah H. A.

    2011-01-01

    The purpose of this study was to investigate the effect of using Arabic (L1) as a language of questions and answers in testing reading comprehension in English (L2), and to explore student and teacher opinions about this. Both quantitative and qualitative methods were employed. To collect the quantitative data, one hundred and forty-four students were given a reading comprehension test. Both multiple-choice and short-answer questions were used. The subjects were second-year English departm...

  19. Contextualizing Corrective Feedback in Second Language Writing Pedagogy

    Science.gov (United States)

    Evans, Norman W.; Hartshorn, K. James; McCollum, Robb M.; Wolfersberger, Mark

    2010-01-01

    Although effective writing skills are vital to the success of university-level students, second language (L2) writers face unique challenges in developing these skills. This is particularly relevant to their ability to produce writing that is linguistically accurate. While many writing teachers feel a great commitment to these students, much of…

  20. A Systemic-Functional Analysis of English Language Learners' Writing

    OpenAIRE

    Luciana C Oliveira

    2015-01-01

    This article presents a systemic-functional linguistic analysis of two writing samples of the University of California Analytical Writing Placement (AWP) Examination written by English language learners (ELLs). The analysis shows the linguistic features utilized in the two writing samples, one that received a passing score and one that received a failing score. The article describes some of the grammatical resources which are functional for expository writing, which are divided under three ma...

  1. FOR A DEFINITION OF THE TEACHING/LEARNING OF WRITING IN L1: RESEARCH AND ACTION

    Directory of Open Access Journals (Sweden)

    LUÍSA ÁLVARES PEREIRA

    2009-11-01

    Full Text Available With this article we hope to contribute towards the definition of the field of the Didactics ofWriting in Portugal, an area which has been developing, essentially, since the mid 90s, in order to defineboth the problems surrounding research in this area, as well as the contents used in the teaching and learningof writing which result from the former. It is not our objective to go into detail concerning the state ofthe art in this field in Portugal; our purpose is to present the main perspectives which have emergedthroughout recent years, defining an area which is currently beginning to show signs of greater definition.Thus, we shall attempt to provide some answers to the following research questions: what context encouragedthe emergence of this area of study, how has the configuration of this field been perceived, whattheoretical references sustain the empirical research underlying this development? In order to answerthese research questions, three analysis axes were considered which, from our viewpoint, aggregate theresearch themes within the Didactics of Writing. In the first analysis axis, the objective is to present a setof findings centred on the processes underlying students’ activity of writing texts, focusing more specificallyon the development of textual revision competence. In the second analysis axis, the aim is to validatethe emergence of a research line which is pertinent to the Didactics of Writing, focusing on the relevanceof teachers and students’ relationship with writing. In the third analysis axis, we present an illustrativelayout of a research line which demonstrates the relevance of understanding the teacher’s actionwhen working with text genres. Subsequently, we shall demonstrate the way in which these three axescan configure a referential in the definition of a global teaching and learning model for writing, capable ofproviding guidelines for classroom action. Finally, we shall discuss some research directions which sustainthe validity of this model.

  2. FOR A DEFINITION OF THE TEACHING/LEARNING OF WRITING IN L1: RESEARCH AND ACTION

    OpenAIRE

    LUÍSA ÁLVARES PEREIRA; INÊS CARDOSO; LUCIANA GRAÇA

    2009-01-01

    With this article we hope to contribute towards the definition of the field of the Didactics ofWriting in Portugal, an area which has been developing, essentially, since the mid 90s, in order to defineboth the problems surrounding research in this area, as well as the contents used in the teaching and learningof writing which result from the former. It is not our objective to go into detail concerning the state ofthe art in this field in Portugal; our purpose is to present the main perspectiv...

  3. Conceptualisations of "Grammar Teaching": L1 English Teachers' Beliefs about Teaching Grammar for Writing

    Science.gov (United States)

    Watson, Annabel Mary

    2015-01-01

    This paper reports on an investigation of L1 English teachers' conceptual and evaluative beliefs about teaching grammar, one strand of a larger Economic and Social Research Council (ESRC)-funded investigation into the impact of contextualised grammar teaching [RES-062-23-0775]. Thirty-one teachers in English secondary schools were interviewed…

  4. Collaborative Writing: Fostering Foreign Language and Writing Conventions Development

    Directory of Open Access Journals (Sweden)

    Elola Idoia

    2010-10-01

    Full Text Available The use of social technologies, such as wikis and chats, has brought a renewed attention to L2 collaborative writing. Yet, a question that still remains to be answered is the extent to which learners’ writing is enhanced when using these tools. By analyzing learners’ individual and collaborative writing, this study (a explores L2 learners’ approaches to the writing task in the wikis, (b examines learners’ collaborative synchronous interactions when discussing content, structure and other aspects related to the elaboration of the writing task, and (c describes learners’ perceptions of individual and collaborative writing and their impressions of the use of social tools in the FL writing class. Analysis of the data showed that while statistically significant differences were not evident in terms of fluency, accuracy and complexity when comparing the individual and collaborative assignments, there were observable trends that inform us about how learners’ interactions with the text differ when working individually or collaboratively. Further, an analysis of learners’ approaches to collaborative writing through the use of social tools shows that wikis and chats allowed them to concentrate on writing components in a different, yet complementary, manner depending on whether they interacted in the wikis or in the chats.

  5. CROSS-CULTURAL ASPECTS OF ACADEMIC WRITING: A STUDY OF HUNGARIAN AND NORTH AMERICAN COLLEGE STUDENTS L1 ARGUMENTATIVE ESSAYS

    Directory of Open Access Journals (Sweden)

    Ágnes M. Godó

    2008-12-01

    Full Text Available The paper presents the findings and implications of a contrastive rhetorical study of Hungarian and North American college students’ L1 argumentative writing. With the help of the refined version of Mann &Thompson’s Rhetorical Structure Analysis, the investigation highlights potentially culture-bound differences in the positioning and function of nuclear or thesis statements, logical organisation in terms of rhetorical structure relations on different levels of text and the representation of alternative viewpoints. Differing argumentative schemata are related to different underlying intellectual traditions, and suggestions are made for the pedagogical integration of findings.

  6. Personal Narratives: A Pedagogical Proposal to Stimulate Language Students’ Writing

    Directory of Open Access Journals (Sweden)

    Fredy Orlando Salamanca González

    2015-04-01

    Full Text Available In a public university in Tunja (Colombia, undergraduate language students mentioned that writing was important and yet, they kept at a distance from it due to its requirements. The aim of this pedagogical intervention was to find a strategy to encourage students to write and, more importantly, to feel an identity with their texts. For this pedagogical intervention, students were required to write narratives that allowed them to portray their experiences using the target language and to look for the most accurate words and descriptions. From a pedagogical perspective, writing the narratives provided the teacher with the possibility of knowing his students better and to feel an affiliation towards them.

  7. The Use of Online Corrective Feedback in Academic Writing by L1 Malay Learners

    OpenAIRE

    Soo Kum Yoke; Cecilia Bai Rajendran; Noridah Sain; Puteri Nur Hidayah Kamaludin; Sofwah Md Nawi; Suhaili Mohd Yusof

    2013-01-01

    Conventional corrective feedback has been widely practiced but has been said to be tedious, stressful and time consuming. As such, the focus of this study is to investigate the use of an alternative method to giving corrective feedback namely, an online corrective feedback through e-mail. In order to examine if this innovative form of corrective feedback can be applied to the teaching and learning of academic writing, an experimental design was used with a control group and an experimental gr...

  8. The Role of Oral Language Skills in Reading and Listening Comprehension of Text: A Comparison of Monolingual (L1) and Bilingual (L2) Speakers of English Language

    Science.gov (United States)

    Babayigit, Selma

    2014-01-01

    The study examined the role of oral language skills in reading comprehension and listening comprehension levels of 125 monolingual (L1) and bilingual (L2) English-speaking learners (M = 121.5 months, SD = 4.65) in England. All testing was conducted in English. The L1 learners outperformed their L2 peers on the measures of oral language and text…

  9. The Role of Oral Language Skills in Reading and Listening Comprehension of Text: A Comparison of Monolingual (L1) and Bilingual (L2) Speakers of English Language

    Science.gov (United States)

    Babayigit, Selma

    2014-01-01

    The study examined the role of oral language skills in reading comprehension and listening comprehension levels of 125 monolingual (L1) and bilingual (L2) English-speaking learners (M = 121.5 months, SD = 4.65) in England. All testing was conducted in English. The L1 learners outperformed their L2 peers on the measures of oral language and text…

  10. Writing between languages how English language learners make the transition to fluency, grades 4-12

    CERN Document Server

    Fu, Danling

    2009-01-01

    With Writing Between Languages, Danling Fu shows that by beginning with the literacy students bring from their native language and putting writing at the center of the curriculum, we can help them transition to English and support academic literacy. You'll learn the crucial and helpful role native literacy plays in building written English fluency, assess where ELLs are in their development as writers, use movement between languages to scaffold writing-no matter whether you know a student's home language-and implement instructional strategies to support development in writing.

  11. Writing Between Languages How English Language Learners Make the Transition to Fluency, Grades 4-12

    CERN Document Server

    Fu, Danling

    2009-01-01

    With Writing Between Languages, Danling Fu shows that by beginning with the literacy students bring from their native language and putting writing at the center of the curriculum, we can help them transition to English and support academic literacy. You'll learn the crucial and helpful role native literacy plays in building written English fluency, assess where ELLs are in their development as writers, use movement between languages to scaffold writing—no matter whether you know a student's home language—and implement instructional strategies to support development in writing

  12. Cross-Language Transfer of Phonological and Orthographic Processing Skills from Spanish L1 to English L2

    Science.gov (United States)

    Sun-Alperin, M. Kendra; Wang, Min

    2011-01-01

    Previous cross-language research has focused on L1 phonological processing and its relation to L2 reading. Less extensive is the research on the effect that L1 orthographic processing skill has on L2 reading and spelling. This study was designed to investigate how reading and spelling acquisition in English (L2) is influenced by phonological and…

  13. Effects of sentence writing in second language lexical acquisition

    OpenAIRE

    Barcroft, Joe

    2004-01-01

    Abstract This study compared the effects of writing new words in sentences with word picture repetition learning alone. Second language (L2) Spanish learners attempted to learn 24 new Spanish words in one of two conditions while viewing word picture pairs. In Experiment 1, in the no sentence writing condition, the participants viewed 4 repetitions of each word for 6 seconds each. In the sentence writing con...

  14. Suggestions on Writing for Publication in Language Learning Journals

    OpenAIRE

    George M. Jacobs

    1999-01-01

    This article provides suggestions on writing for journals in the field of language learning. These suggestions are presented in three sections. The first section discusses how to begin. Suggestions in this section are that we appreciate the benefits of writing for publication, develop good ideas, work efficiently, ponder options as to what type of writing to do, choose a good topic, consider replication of other's research, and cooperate with others. The second section presents suggestions on...

  15. Drawing to Support Writing Development in English Language Learners

    Science.gov (United States)

    Adoniou, Misty

    2013-01-01

    Writing is the dominant mode through which most learning and assessment is mediated in schools. It is through writing that learners are most often asked to demonstrate their understanding of learned concepts and share their understandings of these concepts. If English language learners are to succeed in English medium schools, they must become…

  16. Second Language Writing. Research Insights for the Classroom.

    Science.gov (United States)

    Kroll, Barbara, Ed.

    This book is addressed to those about to embark on the teaching of second language writing as well as to those already engaged in the field. Teachers are dedicated to postering growth in writing; researchers want to investigate the questions that shed the greatest light on the problem in the field. The concerns of both these groups are addressed…

  17. The Second Language Acquisition of Past Tense Marker in English by L1 Speakers of Chinese

    Directory of Open Access Journals (Sweden)

    Sharon Sharmini

    2009-06-01

    Full Text Available This study is considered the L2 acquisition and underlying of past tense marker, focusing on whether or not L2 learners of English are successful in associating the grammatical properties with Chinese language. Although the dataset is small, the results showed that Chinese speakers are able to acquire the past-tense marker although Chinese language has none of this feature. The L1 Chinese speakers are able to acquire the regular past-tense marker better co mpared to the irregular form.
    Keywords: Second language acquisition; Past tense marker; L1 Chinese speakers; Irregular form
    Résumé: Cet article étudie l'acquisition d’une deuxième langue, et en particulier l’apprentissage du passé, en se concentrant sur le fait si les apprenants de l'anglais pouvaient réussir à associer les propriétés grammaticales de la langue anglaise avec la langue chinoise. Bien que l'ensemble des données est faible, les résultats montrent que les locuteurs du chinois sont capable de maîtriser le passé, même si la langue chinoise n'a pas cette fonctionnalité. Les locuteurs du chinois maîtrise mieux le passé en forme régulière par rapport en forme irrégulière.
    Mots-Clés: acquisition d’une deuxième langue; temps passér; les locuteurs du chinois; forme irrégulière

  18. Does Gender Moderate Dimensional Comparison Effects in L1 and L2 Self-Concepts of Secondary Foreign Language Learners?

    Science.gov (United States)

    Faber, Gunter

    2012-01-01

    Introduction: With regard to the internal/external frame of reference model of academic self-concept development the present study aimed at testing its theoretical assumptions within the verbal domain--namely to analyze the relations between achievement and self-concept in the native language German (L1) and the foreign language English (L2). Due…

  19. Perceptions of Non-Native EFL Teachers' on L1 Use in L2 Classrooms: Implications for Language Program Development

    Science.gov (United States)

    Debreli, Emre

    2016-01-01

    The study of L1 (first language) use in L2 (second language) classrooms has long received attention in the literature. Despite the considerable amount of research that has been conducted on the phenomenon, the focus has often been on the advantages and disadvantages. Considerably, less research has been conducted regarding the non-native L2…

  20. Effective Writing Assessment and Instruction for Young English Language Learners

    Science.gov (United States)

    Schulz, Melissa M.

    2009-01-01

    The total number of English Language Learners in the American public schools is more than 4.5 million students or 9.6% of the total school population. This article focuses on instructional writing strategies and assessments for English Language Learners in the elementary classroom. This article provides early childhood education teachers with…

  1. Preparing Language Teachers for Blended Teaching of Summary Writing

    Science.gov (United States)

    Yang, Yu-Fen

    2014-01-01

    Research on preparing language teachers for blended teaching of summary writing, a mix of on-site and online instruction for college students to grasp the gist of the texts, is scarce in higher education. This study examined the problems encountered and solutions proposed by six language teachers, who altogether instructed 214 college students on…

  2. Sentence Reading and Writing for Second Language Vocabulary Acquisition

    Science.gov (United States)

    Pichette, Francois; de Serres, Linda; Lafontaine, Marc

    2012-01-01

    This study compares the relative effectiveness of reading and writing sentences for the incidental acquisition of new vocabulary in a second language. It also examines if recall varies according to the concreteness of target words. Participants were 203 French-speaking intermediate and advanced English as second language (ESL) learners, tested for…

  3. Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?

    Science.gov (United States)

    Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy

    2012-01-01

    The study examined whether individual differences in high school first language (L1) reading achievement and print exposure would account for unique variance in second language (L2) written (word decoding, spelling, writing, reading comprehension) and oral (listening/speaking) proficiency after adjusting for the effects of early L1 literacy and…

  4. Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?

    Science.gov (United States)

    Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy

    2012-01-01

    The study examined whether individual differences in high school first language (L1) reading achievement and print exposure would account for unique variance in second language (L2) written (word decoding, spelling, writing, reading comprehension) and oral (listening/speaking) proficiency after adjusting for the effects of early L1 literacy and…

  5. Writing Strategy Instruction: Its Impact on Writing in a Second Language for Academic Purposes

    Science.gov (United States)

    De Silva, Radhika

    2015-01-01

    Writing for academic purposes in a second/foreign language is a major challenge faced by many students at both secondary and tertiary levels. This suggests that displaying content knowledge and understanding of a subject through a second language is a very complex process. This article discusses the findings of a longitudinal intervention study…

  6. A Suggested Syllabus for Advanced Writing Skills at English Language Teaching Departments

    Science.gov (United States)

    Altay, Ismail Firat

    2010-01-01

    As is known, writing is an indispensable part of language education. As far as English Language Teaching Departments are concerned, writing courses, especially Advanced Writing Skills, are taken as a course of higher importance. However, forming a syllabus for Advanced Writing Course for English Language Teaching Departments is not an easy matter.…

  7. LEXICAL RETRIEVAL PROCESSES AND STRATEGIES IN SECOND LANGUAGE WRITING: A SYNTHESIS OF EMPIRICAL RESEARCH

    Directory of Open Access Journals (Sweden)

    Rosa M. Manchon

    2007-12-01

    Full Text Available Lexical access and retrieval are essential processes in fluent and efficient second language (L2 oral and written productive uses of language. In the case of L2 writing, attention to vocabulary is of paramount importance, although the retrieval of relevant lexis while composing in an L2 frequently entails different degrees of problem-solving activity given the lack of (automatic access to the necessary linguistic resources characteristic of L2 communication. When engaged in this problem-solving behaviour, L2 writers have been reported to deploy a range of L1-based and L2-based lexical retrieval strategies. After situating lexical retrieval processes in cognitive views of written production, the main part of this paper is devoted to a review of the available empirical evidence on lexical retrieval processes and strategies in L2 writing. The paper finishes with some conclusions at the levels of theory and research.

  8. Comparing Factors Related to Reading Comprehension in Adolescents Who Speak English as a First (L1) or Second (L2) Language

    Science.gov (United States)

    Pasquarella, Adrian; Gottardo, Alexandra; Grant, Amy

    2012-01-01

    This study examined factors related to reading comprehension in adolescents who spoke English as a first language (L1) and English as a second language (L2). Measures of decoding, vocabulary knowledge, and reading comprehension were administered to 31 L1 and 44 L2 speakers. English L2 adolescents scored significantly lower than their L1 peers on…

  9. Cross-linguistic influence in multilingual language acquisition: The role of L1 and non-native languages in English and Catalan oral production

    Directory of Open Access Journals (Sweden)

    Mireia Ortega

    2008-06-01

    Full Text Available Most research in third language acquisition has focused on the effects that factors such as language distance, second language (L2 status, proficiency or recency have on the choice of the source language (L1 in cross-linguistic influence (CLI. This paper presents a study of these factors, and of the influence that the L1 (Spanish has on L2 (English and L3 (Catalan oral production. Lexical and syntactic transfer are analysed in the production of Catalan and English of two multilingual speakers with similar knowledge of non-native languages. They were interviewed twice in an informal environment. The results show that the L1 is the main source of transfer, both in L2 and L3 production, but its influence decreases as proficiency in the target language increases. Language distance also plays an important role in CLI, especially if proficiency in the source language is high and if there has been recent exposure to it. The findings also suggest that while syntactic transfer is exclusively L1-based, lexical transfer can occur from a non-native language.

  10. Learners’ L1 Use in a Task-based Classroom : Learning Chinese as a Foreign Language from a Sociocultural Perspective

    DEFF Research Database (Denmark)

    Bao, Rui; Du, Xiangyun

    2015-01-01

    In the past two decades, strong theoretical and pedagogical arguments have been made advocating for task-based activities in the language-learning context. However, many teachers have been reluctant to in- corporate task-based activities into their teaching practices due to concerns about learners’ extensive L1 use and off-task talk. Informed by sociocultural theory, this study explored the extent to which L1s and their func- tions were used when performing tasks. The subjects were beginner-level lower-secondary school learners of Chinese. The data shows that learners have a high amount of L1 use, but with only a very small amount oc- curring for off-task talk across tasks. L1 use mainly occurred in learners’ efforts to mediate completion of the tasks. The findings highlight the role of L1 in foreign language learning and suggest that L1 use is associated with a number of factors, such as task types, learners’ proficiency, and learning context. Implications for lan- guage teachers and task designers are also discussed.

  11. Developing the Writing Ability of Intermediate Language Learners by Blogging

    Directory of Open Access Journals (Sweden)

    Mohsen Hajiannejad

    2012-01-01

    Full Text Available Considering the widespread use of blogs during recent years, the present study explored how blogging can affect the writing skill of Iranian language learners. Besides, the learners' perception of blogging was evaluated qualitatively and quantitatively to see whether learners showed enthusiasm to blogging and how it motivated them to write. Two intermediate English classes were selected as the Control and Experimental Groups. Six writing topics were selected and were assigned to both groups. The writing activities in the Control Group were done on paper-based method while the Blogging Group used a selected website to do so. To evaluate the writing activities, four criteria were taken into account: a length of the writing activities, b use of verb forms, c use of articles, and d use of prepositions. Based on the results of the chi-square tests, in terms of the frequency of missed articles and prepositions the performances of both groups were significantly different. Also the compositions in the Blogging Group were longer than those of the Control Group. However, the qualitative and quantitative evaluation of the learners' perception towards blogging revealed that students believed blogging had encouraged them to write more accurately. They also considered that blogging had remarkably improved their writing ability as compared to the time they did not use blogging.

  12. The Interactional Approach to the Teaching of Writing and Its Implications for Second Language Acquisition

    OpenAIRE

    Lies Amin Lestari

    2008-01-01

    Writing is a language skill which is relatively difficult to acquire. A number of efforts have been made to develop the students' writing skill, among others is by applying different approaches to the teaching of writing. This article discusses the interactional approach to the teaching of writing and its implications for second language acquisition.  

  13. Meaningful Literacy: Writing Poetry in the Language Classroom

    Science.gov (United States)

    Hanauer, David I.

    2012-01-01

    This paper develops the concept of meaningful literacy and offers a classroom methodology--poetry writing--that manifests this approach to ESL/EFL literacy instruction. The paper is divided into three sections. The first deals with the concept of meaningful literacy learning in second and foreign language pedagogy; the second summarizes empirical…

  14. Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students

    Science.gov (United States)

    Uccelli, Paola; Dobbs, Christina L.; Scott, Jessica

    2013-01-01

    Beyond mechanics and spelling conventions, academic writing requires progressive mastery of advanced language forms and functions. Pedagogically useful tools to assess such language features in adolescents' writing, however, are not yet available. This study examines language predictors of writing quality in 51 persuasive essays produced by high…

  15. Suggestions on Writing for Publication in Language Learning Journals

    Directory of Open Access Journals (Sweden)

    George M. Jacobs

    1999-01-01

    Full Text Available This article provides suggestions on writing for journals in the field of language learning. These suggestions are presented in three sections. The first section discusses how to begin. Suggestions in this section are that we appreciate the benefits of writing for publication, develop good ideas, work efficiently, ponder options as to what type of writing to do, choose a good topic, consider replication of other's research, and cooperate with others. The second section presents suggestions on doing the actual writing. Here, it is suggested that we connect ideas, delve deeply into the ideas we present, strive to write the reader friendly manner, use visuals, and improve our writing by noticing how other journal authors write. The third section concerns relations with editors. The advice given is that we choose carefully the journal to which we submit our work, follow that journal's directions to contributors, include a cover letter, be prepared to wait patiently, welcome critical feedback from editors and reviewers, and view editors as colleagues.

  16. Vocabulary and Writing in a First and Second Language

    DEFF Research Database (Denmark)

    Albrechtsen, Dorte; Haastrup, Kirsten; Henriksen, Birgit

    Book description: Vocabulary and Writing in a First and Second Language is based on a large-scale empirical study. The innovative feature of the research was that the same students were asked to do the same tasks in both languages while reporting their thinking as they went along. Furthermore...... , they had to undertake the same tasks even though they were of very different experience, ranging from young children at school to university students. Three areas of learners' competencies and skills were explored: vocabulary knowledge, word guessing strategies and writing. The authors further explore...... the relationship between the skills and describe the level of development for individual learners within the three areas. In all cases, statistical and qualitative analyses are offered, the latter being based on the learners' own 'think-aloud' reports. Both researchers and teachers of language will...

  17. The “Magnet Effect” – A Powerful Source of L1 Dialect Interference in the Pronunciation of English as a Foreign Language

    Directory of Open Access Journals (Sweden)

    Klementina Juran?i? Petek

    2014-06-01

    Full Text Available Wieden and Nemser (1991 carried out a study investigating the development of pronunciation of English as a foreign language in Austria. One of the main issues in this research was L1 dialect interference. Individual studies have proven that the pronunciation of a second (L2 or foreign language (FL is not influenced only by the standard variety of the first language (L1, but also by the L1 dialect of the speaker’s place of origin (Karpf et al. 1980. Wieden and Nemser’s study wished to prove this on a larger scale. A similar study was carried out also for Slovenia (Juran?i? Petek 2007. Contrastive analysis (CA of the Slovene Standard pronunciation and English was performed as well as that of the sound systems of individual Slovene dialects and the English one. Error analysis (EA of the obtained results showed that L1 dialect interference did not occur in the instances predicted by contrastive analysis; however the study in itself did prove the existence of such influence (“magnet effect” in vowels.

  18. The Acquisition of Chinese as a third language by Japanese L1/English L2 speakers

    OpenAIRE

    Di, Danqi

    2005-01-01

    The role of language transfer in second language acquisition has long been the focus in the study of cross-linguistic influence. Much has been written about how the learner’s existing linguistic knowledge influences the course of second language development. In the last decade, however, there have been a considerable number of books and journal articles dealing with a relatively under-explored field: the role of language transfer during third language acquisition. The question ...

  19. Concepts linguistiques en didactique des langues (Linguistic Concepts in Language Teaching). Publication L-1.

    Science.gov (United States)

    Alvarez, Gerardo

    Intended for second language teachers and teacher trainees, the guide to linguistic concepts used in second language instruction outlines the applications of basic linguistic concepts to classroom practice and some classroom activities. Chapters address the following topics: (1) the relationship of language and linguistics; (2) human…

  20. Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students

    OpenAIRE

    Uccelli, Paola; Dobbs, Christina L.; Scott, Jessica Armytage

    2012-01-01

    Beyond mechanics and spelling conventions, academic writing requires progressive mastery of advanced language forms and functions. Pedagogically-useful tools to assess such language features in adolescents’ writing, however, are not yet available. This study examines language predictors of writing quality in 51 persuasive essays produced by high school students attending a linguistically and ethnically diverse inner-city school in the Northeastern U.S. Essays were scored for writing quality b...

  1. First language influence on second language writing and expression

    OpenAIRE

    Peter Mtuze

    2013-01-01

    The case study has its source in the author's attempt to translate his novelette Alitshoni lingaphumi (Waiting for sunrise) into English. Current developments in the sociopolitical arena make it increasingly important for linguists to focus on the interchange between the indigenous languages and the two dominant languages, English and Afrikaans. This would break down the artificial baniers so enthusiastically maintained in the past. Secondly, such an exercise would also help to overcome preju...

  2. Error Analysis and Second Language Writing

    OpenAIRE

    Ali Akbar Khansir

    2013-01-01

    The purpose of the study is to compare and examine types of written errors by EFL and ESL learners at under graduate level in English Language and suggest remedial measures to overcome the committing of errors. The data for the study were 200 students in the age range of 20 to24 at under graduate level in Mysore, India as ESL learners and Bushehr, Iran as EFL learners participated in this study. The results of the study indicate that the total number of errors committed by the Iranian student...

  3. The Effects of Late Acquisition of L2 and the Consequences of Immigration on L1 for Semantic and Morpho-Syntactic Language Aspects

    Science.gov (United States)

    Scherag, Andre; Demuth, Lisa; Rosler, Frank; Neville, Helen J.; Roder, Brigitte

    2004-01-01

    It has been hypothesized that some aspects of a second language (L2) might be learned easier than others if a language is learned late. On the other hand, non-use might result in a loss of language skills in one's native, i.e. one's first language (L1) (language attrition). To study which, if any, aspects of language are affected by either late…

  4. Cognitive Factors Contributing to Chinese EFL Learners' L2 Writing Performance in Timed Essay Writing

    Science.gov (United States)

    Lu, Yanbin

    2010-01-01

    This study investigated cognitive factors that might influence Chinese EFL learners' argumentative essay writing in English. The factors that were explored included English (L2) language proficiency, Chinese (L1) writing ability, genre knowledge, use of writing strategies, and working memory capacity in L1 and L2. Data were collected from 136…

  5. Acquiring native-like intonation in Dutch and Spanish:Comparing the L1 and L2 of native speakers and second language learners

    OpenAIRE

    van Maastricht, L.J.; Swerts, M.G.J.; Krahmer, E.J.

    2013-01-01

    ACQUIRING NATIVE-LIKE INTONATION IN DUTCH AND SPANISH Comparing the L1 and L2 of native speakers and second language learners Introduction Learning more about the interaction between the native language (L1) and the target language (L2) has been the aim of many studies on second language acquisition (SLA). Where the first studies mostly focussed on the influence of the L1 on the L2, later studies showed that the opposite is also possible, making linguistic transfer a bi-directional phenomenon...

  6. Success with ELLs: We Are All Writers! Building Second Language Writing Skills in the ELA Classroom

    Science.gov (United States)

    DelliCarpini, Margo

    2012-01-01

    Writing effectively in a second language can be one of the most challenging tasks second language learners must undertake and master. English teachers are in a good position to implement the types of supports that can move ELLs toward success in academic writing by providing exposure to and practice with different genres of academic writing

  7. Using a Genre-Based Approach for Writing Instruction in a Less-Commonly-Taught Language

    Science.gov (United States)

    Yigitoglu, Nur; Reichelt, Melinda

    2014-01-01

    Although a great majority of the L2 writing literature focuses on teaching English-language writing, scholars have begun to explore the teaching of writing in other second and foreign languages (FLs), including French, Spanish, German, Arabic, Japanese, and Chinese. However, to our knowledge, no work exists exploring the exigencies of teaching…

  8. The Potential Role(s) of Writing in Second Language Development

    Science.gov (United States)

    Williams, Jessica

    2012-01-01

    Writing is often seen as having a minor role in second language learning. This article explores recent research that suggests that writing can have a facilitative role in language development. In particular, it focuses on three features of writing: (1) its slower pace, and (2) the enduring record that it leaves, both of which can encourage…

  9. Chinese University EFL Learners' Foreign Language Writing Anxiety: Pattern, Effect and Causes

    Science.gov (United States)

    Liu, Meihua; Ni, Huiliuqian

    2015-01-01

    This paper reports on the result of a study on Chinese university EFL learners' foreign language writing anxiety in terms of general pattern, effect and causes. 1174 first-year students answered the 26-item Foreign Language Writing Anxiety Scale (FLWAS) (Young, 1999) and took an English writing test, 18 of whom were invited for semi-structured…

  10. Creative Writing Assignments in a Second Language Course: A Way to Engage Less Motivated Students

    Science.gov (United States)

    Arshavskaya, Ekaterina

    2015-01-01

    This article makes a case for using creative writing in a second language course. Creative writing increases students' enthusiasm for writing skills development and supports students' creativity, which is a fundamental aspect of education. In order to engage less motivated students, a series of creative writing assignments was implemented in a…

  11. Beliefs and Practices about Writing in a Foreign Language among Economists Working in Two Languages

    DEFF Research Database (Denmark)

    Petersen, Margrethe; Shaw, Philip

    Product-oriented analyses have shown that academic English (the predominant L2 in their environment: Phillipson and Skuttnab-Kongas 1995) written by Scandinavian writers differs from that of L1 English writers in ways that might work to the disadvantage of the writers in terms of recognition or...... the predominance of English. We identified : a wide range of attitudes to the difficulty of writing in L2; practices associated with successful writing; fields in which international publication was more or less important; and a general reliance on implicit knowledge and intuitive learning, in...

  12. The Relations between Word Reading, Oral Language, and Reading Comprehension in Children Who Speak English as a First (L1) and Second Language (L2): A Multigroup Structural Analysis

    Science.gov (United States)

    Babayigit, Selma

    2015-01-01

    This study compared the reading and oral language skills of children who speak English as a first (L1) and second language (L2), and examined whether the strength of the relationship between word reading, oral language, and reading comprehension was invariant (equivalent) across the two groups. The participants included 183 L1 and L2 children…

  13. First language influence on second language writing and expression

    Directory of Open Access Journals (Sweden)

    Peter Mtuze

    2013-02-01

    Full Text Available The case study has its source in the author's attempt to translate his novelette Alitshoni lingaphumi (Waiting for sunrise into English. Current developments in the sociopolitical arena make it increasingly important for linguists to focus on the interchange between the indigenous languages and the two dominant languages, English and Afrikaans. This would break down the artificial baniers so enthusiastically maintained in the past. Secondly, such an exercise would also help to overcome prejudicial ignorance.Some of the issues highlighted include culturastructural, lexicsyntactic, and semantic differences between Xhosa and English, as exemplified in the text in question. Die vertrekpunt vir die gevallestudie is die skrywer se poging om sy novelle Alitshoni lingaphumi (Wagtend op sonsopkoms in Engels te vertaal. In die lig van eietydse ontwikkelinge in die sosio-politiese arena, word dit vir linguiste toenemend belangrik om te fokus op die wisselwerking tussen die inheemse tale en die twee dominante tale, Engels en Afrikaans. Dit sou die kunsmatige skeiding wat in die verlede met soveel entoesiasme gehandhaaf is, ajbreek Dit sou ook die onkunde wat uit vooroordeel spruit, oorkom, Van die sake wat na aanleiding van die teks na vore gebring word, sluit die kulturele, strukturele, leksikale, sintaktiese en semantiese verskille tussen Xhosa en Engels in.

  14. A Systemic-Functional Analysis of English Language Learners' Writing

    Directory of Open Access Journals (Sweden)

    Luciana C. DE OLIVEIRA

    2015-06-01

    Full Text Available This article presents a systemic-functional linguistic analysis of two writing samples of the University of California Analytical Writing Placement (AWP Examination written by English language learners (ELLs. The analysis shows the linguistic features utilized in the two writing samples, one that received a passing score and one that received a failing score. The article describes some of the grammatical resources which are functional for expository writing, which are divided under three main categories: textual, interpersonal, and ideational resources. Following this brief description is the analysis of both essays in terms of these resources.. The configuration of grammatical features used in the essays make up the detached style of essay 1 and the more personal style of essay 2. These grammatical features include the textual resources of thematic choices and development, clause-combining strategies (connectors, and lexical cohesion; interpersonal resources of interpersonal metaphors of modality; and ideational resources of nominalization and abstractions as ideational metaphors. Implications for educational practice and recommendations for educators based on the analysis are provided.

  15. THE EVOLUTION OF THE FRENCH FIELD OF LA DIDACTIQUE DE L’ÉCRIT (DIDACTICS OF LANGUAGE PRACTICES) Theorizing the Teaching Practices of Writing in the Disciplines

    OpenAIRE

    BERTRAND DAUNAY

    2008-01-01

    The study of the role of language activity in higher education in France has been evolving, in the past few years, out of the larger field of ‘la didactique du français,’ the field of L1 teaching and theory across all grade levels. This larger frame has provided several themes that are now being explored in higher education writing: language activity as a mode of co-construction of knowledge in school settings rather than a transparent medium, writing, reading and speaking as intimately disci...

  16. A case study exploring oral language choice between the target language and the l1s in mainstream CLIL and EFL secondary education

    Directory of Open Access Journals (Sweden)

    Maria Gené Gil

    2012-07-01

    Full Text Available This case study explores the purposes for which the target language (TL and the L1s were used orally by students (N=60 and teachers (N=3 in a mainstream CLIL secondary education context compared to EFL instruction in the Balearic Islands (Spain. Data were gathered by means of questionnaires addressed to students and teachers, oral interviews to instructors and observations of class sessions. The findings show some differences in the languages chosen to speak according to pedagogical functions –i.e. planned subject-based discourse– and real functions –i.e. unplanned discourse such as disciplinary or organizational matters– (Chavez 2003, with the TL being much more spoken in the former and with much lesser presence of the TL in the latter, especially in the case of the pupils. Moreover, specialized subject-matter terminology was almost always used in the TL by both the students and the teachers, even when speaking in the L1.

  17. Natural language processing in an intelligent writing strategy tutoring system.

    Science.gov (United States)

    McNamara, Danielle S; Crossley, Scott A; Roscoe, Rod

    2013-06-01

    The Writing Pal is an intelligent tutoring system that provides writing strategy training. A large part of its artificial intelligence resides in the natural language processing algorithms to assess essay quality and guide feedback to students. Because writing is often highly nuanced and subjective, the development of these algorithms must consider a broad array of linguistic, rhetorical, and contextual features. This study assesses the potential for computational indices to predict human ratings of essay quality. Past studies have demonstrated that linguistic indices related to lexical diversity, word frequency, and syntactic complexity are significant predictors of human judgments of essay quality but that indices of cohesion are not. The present study extends prior work by including a larger data sample and an expanded set of indices to assess new lexical, syntactic, cohesion, rhetorical, and reading ease indices. Three models were assessed. The model reported by McNamara, Crossley, and McCarthy (Written Communication 27:57-86, 2010) including three indices of lexical diversity, word frequency, and syntactic complexity accounted for only 6% of the variance in the larger data set. A regression model including the full set of indices examined in prior studies of writing predicted 38% of the variance in human scores of essay quality with 91% adjacent accuracy (i.e., within 1 point). A regression model that also included new indices related to rhetoric and cohesion predicted 44% of the variance with 94% adjacent accuracy. The new indices increased accuracy but, more importantly, afford the means to provide more meaningful feedback in the context of a writing tutoring system. PMID:23055164

  18. Software Junctus: Joining Sign Language and Alphabetical Writing

    Science.gov (United States)

    Valentini, Carla Beatris; Bisol, Cláudia A.; Dalla Santa, Cristiane

    The authors’ aim is to describe the workshops developed to test the use of an authorship program that allows the simultaneous use of sign language and alphabetical writing. The workshops were prepared and conducted by a Computer Science undergraduate, with the support of the Program of Students’ Integration and Mediation (Programa de Integração e Mediação do Acadêmico - PIMA) at the University of Caxias do Sul. Two sign language interpreters, two deaf students and one hearing student, who also teach at a special school for the deaf, participated in the workshops. The main characteristics of the software and the development of the workshops are presented with examples of educational projects created during their development. Possible improvements are also outlined.

  19. INTEGRATING THEORY AND PRACTICE Learning to teach L1 language and literature

    OpenAIRE

    Klaas van Veen; Piet-Hein van de Ven

    2008-01-01

    Against the background of the central dilemma in teacher education of the relationship between theory and practice, this article presents a teacher education approach that strongly emphasizes the use of theory in learning to teach, on the assumption that teaching is also an intellectual activity, and not simply 'practice'. We take the subject pedagogy, in this case of Dutch language and literature, as a starting point for our approach to teacher education, in an effort to align it as closely ...

  20. EFL Learners’ L1 Conceptual Transfer and Its Relation to Their Language Proficiency and Age

    Directory of Open Access Journals (Sweden)

    Abbas Bagherian

    2012-09-01

    Full Text Available The present study was carried out to scrutinize the possibility and extent of transfer at the level of concepts in parity and internal content based on Jarvis’ (2007 framework among Iranian EFL learners having the following in focus:  concepts in Persian that do not have counterparts in English, concepts that are broader than a corresponding concept in English or vice versa, and concepts in Persian and English that seem to be broadly equivalent but are still different. Also, it investigated to examine the role of the two learner-based variables of language proficiency and age in Iranian EFL learners’ possible conceptual transfer. To serve the purpose, the data were collected from 100 Iranian learners (70 females, 30 males studying English as a foreign language in an English Language School in Mobarakeh, Isfahan. With the data being submitted to statistical analyses, the findings revealed significant cases of conceptual transfer from Persian to English. It was also noticed that the participants’ level of English proficiency played a significant role in their transfer of concepts but their age did not.Keywords: cross linguistic influence, Conceptual Transfer Hypothesis (CTH, conceptual errors, concept transfer, conceptualization transfer

  1. Motivating English language study among Master’s students: : The case for summary writing

    OpenAIRE

    Vang, Pamela

    2013-01-01

    The internationalisation of university studies has resulted in an increasing use of English, a language which many students assume they master sufficiently well. This can lead to resistance to devoting time to language improvement. The motivation to work with language skills can be promoted by integrating language classes into discipline specific summary writing. This approach is showing some potential and incorporates reading skills with writing, grammar, peer critique and discussion. Summar...

  2. Emergent Name-Writing Abilities of Preschool-Age Children with Language Impairment

    Science.gov (United States)

    Cabell, Sonia Q.; Justice, Laura M.; Zucker, Tricia A.; McGinty, Anita S.

    2009-01-01

    Purpose: The 2 studies reported in this manuscript collectively address 3 aims: (a) to characterize the name-writing abilities of preschool-age children with language impairment (LI), (b) to identify those emergent literacy skills that are concurrently associated with name-writing abilities, and (c) to compare the name-writing abilities of…

  3. Genetic and Environmental Influences on Writing and Their Relations to Language and Reading

    Science.gov (United States)

    Olson, Richard K.; Hulslander, Jacqueline; Christopher, Micaela; Keenan, Janice M.; Wadsworth, Sally J.; Willcutt, Erik G.; Pennington, Bruce F.; DeFries, John C.

    2013-01-01

    Identical and fraternal twins (N = 540, age 8 to 18 years) were tested on three different measures of writing (Woodcock-Johnson III Tests of Achievement--Writing Samples and Writing Fluency; Handwriting Copy from the Group Diagnostic Reading and Aptitude Achievement Tests), three different language skills (phonological awareness, rapid naming, and…

  4. How Can the Use of Blog Software Facilitate the Writing Process of English Language Learners?

    Science.gov (United States)

    Arslan, Recep S.; Sahin-Kizil, Aysel

    2010-01-01

    Blog use may offer instructors a helpful tool for teaching writing at the tertiary level in Teaching English as a Foreign Language (TEFL) classrooms. This article reports on a quasi-experimental study regarding the effect of blog-centered writing instruction on students' writing performance. Fifty intermediate English students at a Turkish…

  5. Mediation Strategies in L2 Writing Processes: A Case Study of Two Korean Language Learners

    Science.gov (United States)

    Kang, Yon-Soo; Pyun, Danielle Ooyoung

    2013-01-01

    With the recent rise of sociocultural theory in second-language acquisition, attempts have been made to understand L2 learners' uses of different resources in writing, based on their cultural, historical, and institutional contexts. In line with L2 writing research within the sociocultural paradigm, this study investigates the writing strategies…

  6. Integrated Reading and Writing: A Case of Korean English Language Learners

    Science.gov (United States)

    Cho, Hyonsuk; Brutt-Griffler, Janina

    2015-01-01

    This study reports Korean English language learners' perceived needs concerning their learning of reading and writing and how the integrated reading and writing instruction impacts their reading comprehension and summary-writing abilities. The study also delineates teacher's challenges faced during the instruction. A total of 93 students in a…

  7. An Automated Essay-Evaluation Corpus of English as a Foreign Language Writing

    Science.gov (United States)

    Jiang, Yaoyi

    2015-01-01

    The Report of Chinese Students' English Writing Ability (2014) focuses on the Chinese students' English writing in the automated essay-evaluation context. The data and samples are primarily from a national-wide writing project involving 300,814 English as a Foreign Language participants from 452 schools in China during a period of April 10 to May…

  8. The Quality of Writing Tasks and Students' Use of Academic Language in Spanish

    Science.gov (United States)

    Crosson, Amy C.; Matsumura, Lindsay Clare; Correnti, Richard; Arlotta-Guerrero, Anna

    2012-01-01

    This study investigates the quality of the writing tasks assigned to native Spanish speakers in bilingual (Spanish-English) contexts, and the relationship between task quality and students' use of an academic register in their native language. Fifty-six language arts tasks were collected from 26 grade 4 and 5 teachers, and four student writing…

  9. Academic Vocabulary, Writing and English for Academic Purposes: Perspectives from Second Language Learners

    Science.gov (United States)

    Coxhead, Averil

    2012-01-01

    This article focuses on vocabulary and writing at university level from the perspectives of 14 English as an additional language students studying at a New Zealand university. The students individually carried out an integrated reading and writing task and then participated in an interview which focused on their language learning background and…

  10. Developing Second Language Writing through Scaffolding in the ZPD: A Magazine Project for an Authentic Audience

    Science.gov (United States)

    Schwieter, John W.

    2010-01-01

    In the present study, Vygotsky's (1978, 1986) sociocultural framework of the zone of proximal development (ZPD) and scaffolding writing (Bodrova & Leong, 1995, 1996; Ross, 1976) are used as the theoretical basis to study the development of second language writing. A course project is presented in which advanced English language learners of Spanish…

  11. Learning-by-Observation in English as a Second Language Writing Education

    OpenAIRE

    Krooshof, S.E.

    2011-01-01

    The development of writing skills in the English language is important in English proficiency programmes at Dutch secondary schools. This thesis studies the didactic method known as learning-by-observation and its effectiveness in the teaching of writing at the beginners’ level of English as a second language.

  12. Dynamic Development of Complexity and Accuracy: A Case Study in Second Language Academic Writing

    Science.gov (United States)

    Rosmawati

    2014-01-01

    This paper reports on the development of complexity and accuracy in English as a Second Language (ESL) academic writing. Although research into complexity and accuracy development in second language (L2) writing has been well established, few studies have assumed the multidimensionality of these two constructs (Norris & Ortega, 2009) or…

  13. Reading, Writing, and Animation in Character Learning in Chinese as a Foreign Language

    Science.gov (United States)

    Xu, Yi; Chang, Li-Yun; Zhang, Juan; Perfetti, Charles A.

    2013-01-01

    Previous studies suggest that writing helps reading development in Chinese in both first and second language settings by enabling higher-quality orthographic representation of the characters. This study investigated the comparative effectiveness of reading, animation, and writing in developing foreign language learners' orthographic knowledge…

  14. An Investigation into Metaphor Use at Different Levels of Second Language Writing

    Science.gov (United States)

    Littlemore, Jeannette; Krennmayr, Tina; Turner, James; Turner, Sarah

    2014-01-01

    Recent studies in linguistics have shown that metaphor is ubiquitous. This has important consequences for language learners who need to use it appropriately in their speech and writing. This study aims to provide a preliminary measure of the amount and distribution of metaphor used by language learners in their writing across Common European…

  15. The Influence of Process Approach on English as Second Language Students' Performances in Essay Writing

    Science.gov (United States)

    Akinwamide, Timothy Kolade

    2012-01-01

    This study examined the influence of Process Approach on English as second language Students' performances in essay writing. The purpose was to determine how far this current global approach could be of assistance to the writing skill development of these bilingual speakers of English language. The study employed the pre-test post-test control…

  16. Quantifying the Burden of Writing Research Articles in a Second Language: Data from Mexican Scientists

    Science.gov (United States)

    Hanauer, David I.; Englander, Karen

    2011-01-01

    This article provides quantitative data to establish the relative, perceived burden of writing research articles in English as a second language. Previous qualitative research has shown that scientists writing English in a second language face difficulties but has not established parameters for the degree of this difficulty. A total of 141…

  17. Second Language Learners' Performance and Strategies When Writing Direct and Translated Essays

    Science.gov (United States)

    Ismail, Sadiq Abdulwahed Ahmed; Alsheikh, Negmeldin Omer

    2012-01-01

    The purpose of this study was to investigate ESL students' performance and strategies when writing direct and translated essays. The study also aimed at exploring students' strategies when writing in L2 (English) and L1 (Arabic). The study used a mixture of quantitative and qualitative procedures for data collection and analysis. Adapted strategy…

  18. English Language Learners' Nonword Repetition Performance: The Influence of Age, L2 Vocabulary Size, Length of L2 Exposure, and L1 Phonology

    Science.gov (United States)

    Duncan, Tamara Sorenson; Paradis, Johanne

    2016-01-01

    Purpose: This study examined individual differences in English language learners' (ELLs) nonword repetition (NWR) accuracy, focusing on the effects of age, English vocabulary size, length of exposure to English, and first-language (L1) phonology. Method: Participants were 75 typically developing ELLs (mean age 5;8 [years;months]) whose exposure to…

  19. Second Language Learners’ Performance and Strategies When Writing Direct and Translated Essays

    OpenAIRE

    Sadiq Abdulwahed Ahmed Ismail; Negmeldin Omer Alsheikh

    2012-01-01

    The purpose of this study was to investigate ESL students’ performance and strategies when writing direct and translated essays. The study also aimed at exploring students’ strategies when writing in L2 (English) and L1 (Arabic). The study used a mixture of quantitative and qualitative procedures for data collection and analysis. Adapted strategy questionnaires, writing essay prompts and follow-up questions were utilized for data gathering. Thirty six university students participated in writi...

  20. Deaf Writers' Application of American Sign Language Knowledge to English

    Science.gov (United States)

    Wolbers, Kimberly A.; Bowers, Lisa M.; Dostal, Hannah M.; Graham, Shannon C.

    2014-01-01

    Language transfer theory elucidates how first language (L1) knowledge and grammatical features are applied in second language (L2) writing. Deaf and hard of hearing (d/hh) students who use or are developing American Sign Language (ASL) as their L1 may demonstrate the use of ASL linguistic features in their writing of English. In this study, we…

  1. Second Language Writing: Research Insights for the Classroom. Second Language Writing: Research Insights for the Classroom.

    Directory of Open Access Journals (Sweden)

    Madeleine Youmans

    2008-04-01

    Full Text Available The study of composition at the post-secondary level is a relatively new practice which has become widespread only during the past half-century. More recent is the emergence over the past two to three decades of composition studies as an academic discipline, and even more recent is the awareness that composition research and pedagogy must expand to meet the needs of the ESL population. As growing numbers of international students flood colleges and universities in the English-speaking world, and as English becomes increasingly important as a world language, ESL composition is a burgeoning field. The study of composition at the post-secondary level is a relatively new practice which has become widespread only during the past half-century. More recent is the emergence over the past two to three decades of composition studies as an academic discipline, and even more recent is the awareness that composition research and pedagogy must expand to meet the needs of the ESL population. As growing numbers of international students flood colleges and universities in the English-speaking world, and as English becomes increasingly important as a world language, ESL composition is a burgeoning field.

  2. CIA-CIA LANGUAGE: FROM THE ERA OF ORAL TO THE ERA OF WRITING

    Directory of Open Access Journals (Sweden)

    Cho, Tae-Young

    2012-10-01

    Full Text Available This paper aimed to describe the background of Cia-Cia language society's adoption and use of Hangeul (Korean alphabet as its writing system that was begun in July 2009. The issue has caused Indonesian society and neighborhood countries curious, since Latin alphabet is world widely used as the most common writing system at present time. On the other side, the historical background of writing system's development which has been implemented sustainably through borrowing and adapting process proves that any writing system can also be used in other language society in the 21st century. Similar to that of the most of minority language societies, Cia-Cia language has not had its own writing system. The transcription of Hangeul in Cia-Cia language was begun to support the preservation of minority language. Concern to this issue, if the spoken language of Cia-Cia is stabilly continued, Hangeul will be known as one of the writing systems which has preserved Cia-Cia language in world's development of writing system history.

  3. English Language Writing Anxiety among Final Year Engineering Undergraduates in University Putra Malaysia

    OpenAIRE

    Lau Sing Min; Nurhazlini Rahmat

    2014-01-01

    Second Language Writing Anxiety (SLWA) is considered one of the most crucial factors affecting all second language learning. This study focused on a group of final year Engineering students’ English Language writing anxiety (N=93) in relation to their gender, race and MUET results. The findings showed that the the male gender, Chinese and MUET band 4 participants faced higher levels of anxiety as compared to the other groups respectively. Somatic anxiety was recorded to be the highest subscal...

  4. Language and Literacy : Some fundamental issues in research on reading and writing

    OpenAIRE

    Per Henning UPPSTAD

    2005-01-01

    Mainstream research on reading and writing is based on the assumption, common in modern linguistics, that spoken language is primary to written language in most important respects. Unfortunately, the conceptual framework for the study of language and 'literacy' (encompassing both reading and writing skills) is built around this assumption. This is problematic with regard to the philosophy of science, since this framework lacks sufficient empirical support. It is claimed in the present...

  5. Cross-linguistic influence of first language writing systems on brain responses to second language word reading in late bilinguals

    OpenAIRE

    Yokoyama, Satoru; Kim, Jungho; Uchida, Shinya; Miyamoto, Tadao; Yoshimoto, Kei; Kawashima, Ryuta

    2013-01-01

    Introduction How human brains acquire second languages (L2) is one of the fundamental questions in neuroscience and language science. However, it is unclear whether the first language (L1) has a cross-linguistic influence on the processing of L2. Methods Here, we used functional magnetic resonance imaging to compare brain activities during L2 word reading tasks of phonographic Japanese Kana between two groups of learners of the Japanese language as their L2 and who had different orthographic ...

  6. The Use of L1 in the Foreign Language Classroom / El uso de la lengua materna en el salón de inglés como lengua extranjera

    Scientific Electronic Library Online (English)

    Yi-chun, Pan; Yi-ching, Pan.

    2010-07-01

    Full Text Available El uso de la lengua materna es una ocurrencia común en los contextos de la enseñanza de la lengua extranjera, a pesar de que a veces reciba críticas por su interferencia en la adquisición de la Lengua meta. Mientras que los docentes deben maximizar el uso de la Lengua meta, sin duda, hay espacios pa [...] ra que el profesor utilice la lengua materna de los estudiantes en su pedagogía. En este trabajo se presenta un argumento basado en las perspectivas teóricas y la investigación empírica dentro de la literatura existente, apoyando el uso apropiado de la Lengua materna en el salón de inglés como lengua extranjera. El argumento se centra en tres cuestiones fundamentales-racionales para el uso de la lengua materna: Los efectos positivos que la lengua materna tiene tanto en el aprendizaje y la instrucción de una lengua extranjera, como en las formas en las que la lengua materna ayuda a los docentes de idiomas extranjeros. Abstract in english L1 use is a common occurrence in foreign language teaching contexts despite the fact that it often receives criticism for its interference with target language (TL) acquisition. While foreign language teachers should maximize their use of the TL, there is indeed a place for the teacher to use the st [...] udents' L1 in their pedagogy. In this paper, an argument derived from theoretical perspectives and empirical research within existing literature supporting the appropriate use of L1 in foreign language classrooms is presented. The argument addresses three key issues-rationales for L1 use, positive effects L1 has on both foreign language learning and instruction, and ways that L1 assists instructors on foreign languages.

  7. Study on Effects of Chinese Thought and Culture on Japanese Writing:Research on the Second Language Writing by Think Aloud

    Directory of Open Access Journals (Sweden)

    Qiu-juan ZHU

    2009-06-01

    Full Text Available Think Aloud is one of the main research methods in psychological linguistic study. It plays an important role in foreign language teaching study. This thesis researches into the second language writing process of Japanese learners whose native language are Chinese and draws the conclusion that their writing process include the characteristics of two languages. It is the characteristics that cause Japanese learners are influenced by Chinese and culture, especially in sentence structure and vocabulary. Key Words: Chinese thought; culture; Think Aloud; the second language writing

  8. Effects of a Language-Minority Family's Activities in Early Second Language Writing Development

    Science.gov (United States)

    Wei, Michael; Zhou, Yalun

    2012-01-01

    The impact of social dimensions (e.g., parental involvement) on second language literacy acquisition is not well studied in the field (August & Shanahan, 2008). Although quite a few studies report immigrant parents' belief and perspectives of their children's second language reading and writing, it remains unknown for school teachers…

  9. Writing for Publication in Reading and Language Arts.

    Science.gov (United States)

    Baumann, James F., Ed.; Johnson, Dale D., Ed.

    Providing detailed information about the contexts, processes, and products of publishing, this book is divided into three major sections: writing for journals and other periodicals, writing for children and other adolescents, and writing instructional materials. Chapters in the book are: "Publishing Requirements for Research-Oriented Journals" (S.…

  10. Study on Effects of Chinese Thought and Culture on Japanese Writing:Research on the Second Language Writing by Think Aloud

    OpenAIRE

    Qiu-juan ZHU; Shu-feng WU

    2009-01-01

    Think Aloud is one of the main research methods in psychological linguistic study. It plays an important role in foreign language teaching study. This thesis researches into the second language writing process of Japanese learners whose native language are Chinese and draws the conclusion that their writing process include the characteristics of two languages. It is the characteristics that cause Japanese learners are influenced by Chinese and culture, especially in sentence structure and voc...

  11. Taiwanese Graduate Students’ Voices on Language Anxiety over Writing Academic Papers

    Directory of Open Access Journals (Sweden)

    Yi-Wen Huang

    2014-11-01

    Full Text Available This study examined Taiwanese graduate students' language anxiety over writing academic papers utilizing an adapted version of the FLCAS and in-depth individual interviews.  The results suggested that the majority of these ten Taiwanese graduate students have experienced high anxiety over writing academic papers.  The anxiety they experience over writing stems primarily from grammatical errors, using Chinese English, lacking adequate vocabulary or misuse of English vocabulary, lack of personal opinions, and not understanding the instructions for assignments.

  12. Linguistic, reading, and transcription influences on kindergarten writing in children with English as a second language

    OpenAIRE

    Gina L. Harrison, Keira C. Ogle & Megan Keilty

    2013-01-01

    The contribution of linguistic, reading, and transcription processes to writing in kindergarten English as a second language (ESL) children and their native-English speaking peers (EL1) were examined. ESL and EL1 performed similarly on one of the two measures of phonological awareness (PA) and on measures of early reading, spelling, and writing. EL1 outperformed ESL on a pseudoword repetition task and on the English vocabulary and syntactic knowledge tasks. ESL outperformed EL1 on a writing f...

  13. An integrated approach to enhancing prospective English language teachers’ writing skills

    OpenAIRE

    Recep Sahin Arslan

    2014-01-01

    This study reports on the experience of a group of pre-service teachers of English in a compulsory writing course in the preparatory program of an English language teaching department in the Turkish context. This study specifically attempts to investigate to what extent the writing course contributes to the acquisition of basic conventions of written discourse in English when prospective teachers of English are involved in an extensive writing practice which is based upon integration of produ...

  14. Speed in cognitive tasks as an indicator of second/foreign language reading and writing skills

    OpenAIRE

    Sanna Olkkonen

    2013-01-01

    In a cross-sectional study 823 Finnish school children were tested to examine the relation between speed of performance in cognitive and linguistic tasks and second/foreign language reading and writing. Participants were Finnish-speakers with English as foreign language and Russian-speakers with Finnish as second language which made it possible to compare the results across these two language groups. The Finnish group was furthermore divided into three groups by age to see how speed develops ...

  15. The Psycholinguistic Dimension in Second Language Writing: Opportunities for Research and Pedagogy Using Computer Keystroke Logging

    Science.gov (United States)

    Miller, Kristyan Spelman; Lindgren, Eva; Sullivan, Kirk P. H.

    2008-01-01

    This article discusses the use of computer logging as a means of investigating aspects of the second language (L2) writing process as writers are engaged in producing text at the keyboard. The observation of writing by means of this method provides researchers with detailed information concerning aspects of the planning, formulation, and revision…

  16. Extending the Flipped Classroom Model: Developing Second Language Writing Skills through Student-Created Digital Videos

    Science.gov (United States)

    Engin, Marion

    2014-01-01

    This paper describes a project that aimed to leverage the students' interest and experience of technology and multimodal environments to develop their academic writing skills and second language learning. Students were expected to follow a model, research a topic, and craft a digital video tutorial on an aspect of academic writing which would…

  17. Effective Strategies for Improving Writing Skills of Elementary English Language Learners

    Science.gov (United States)

    Cole, Jenny; Feng, Jay

    2015-01-01

    Reaching proficient levels of literacy is a universal goal for all children in the elementary classroom. This objective is especially challenging for English language learners particularly in the domain of writing. Writing has been identified as one of the most essential skills because the world has become so text-oriented. Due to this change,…

  18. The Sentence Fairy: A Natural-Language Generation System to Support Children's Essay Writing

    Science.gov (United States)

    Harbusch, Karin; Itsova, Gergana; Koch, Ulrich; Kuhner, Christine

    2008-01-01

    We built an NLP system implementing a "virtual writing conference" for elementary-school children, with German as the target language. Currently, state-of-the-art computer support for writing tasks is restricted to multiple-choice questions or quizzes because automatic parsing of the often ambiguous and fragmentary texts produced by pupils…

  19. Blog writing integration for academic language learning purposes: towards an assessment framework

    OpenAIRE

    Liam Murray; Tríona Hourigan; Catherine Jeanneau

    2007-01-01

    This article presents the results from ongoing research in the area of academic blog writing and language learning which began over four years ago. Initially, the research examined the area of micropublishing, virtual writing and blogs for academic purposes (Murray & Hourigan, 2006), then moved on to identify specific pedagogical roles for blogs in language teaching and learning (Murray & Hourigan, 2008 forthcoming). The third phase of this research now examines the areas of creative expressi...

  20. The Influence of Process Approach on English as Second Language Students’ Performances in Essay Writing

    OpenAIRE

    AKINWAMIDE Timothy Kolade

    2012-01-01

    This study examined the influence of Process Approach on English as second language Students’ performances in essay writing. The purpose was to determine how far this current global approach could be of assistance to the writing skill development of these bilingual speakers of English language. The study employed the pre-test post-test control quasi-experimental research design. The sample consisted of 80 senior secondary school final year students. The research material included the senior s...

  1. SMS Language and College Writing :The languages of the College Texters

    Directory of Open Access Journals (Sweden)

    Norizul Azida Darus

    2010-03-01

    Full Text Available Many students have become avid texters and are seriously reinventing language to accommodate the 160-character limit of short messages. They are more interested in getting their messages across and thus becoming less concerned about correct spelling, grammar and punctuation. Since texting has become a way of life of many students, it is feared that the SMS language can affect students’ written performance. This research examines the effects of frequent usage of text messaging (SMS on undergraduates academic writing. For the purpose of the study, 264 Diploma students of UiTM Perlis were selected as participants. They were 94 male texters and 170 female texters aged between 18 – 22 years old who were taking three different English courses namely Preparatory English, Mainstream English 1 and Mainstream English 2. The data includes participants’ SMS messages, class assignments and examinations scripts which were analyzed in order to detect the existence of SMS language by using measuring instruments of Orthographic forms (Shortis, 2001. The findings reveal that there were few occurrences of SMS language in students’ examinations scripts among weak students.

  2. Theoretical and Practical Linguistic Shifting from Product/Guided Writing to Process Writing and Recently to the Innovated Writing Process Approach in Teaching Writing for Second/Foreign Language Learners

    OpenAIRE

    Anwar Mourssi

    2013-01-01

    Writing is a complex cognitive activity in which foreign language learners are required to pay attention simultaneously to content, sentence structure, vocabulary, punctuation, spelling and letter formation. Therefore, there can be no guarantee that an effective teaching method in one context would result in effective student learning in another. It is proved that Product/Guided Writing resulting in poor writers, and Process Writing dos not provide much care for metalinguistic feedback or eno...

  3. English language writing centres in Japanese universities: What do students really need?

    Directory of Open Access Journals (Sweden)

    Jim McKinley

    2010-06-01

    Full Text Available The installation of English language writing centres in Japanese universities is a relatively recent event—the first ones established with funding from the Ministry of Education in 2004. Because of the EFL writing context, setting up a writing centre requires consideration of students’ needs and cultural expectations of writing and writing centres. In general, writing centres that have been established in Japanese universities follow a structure similar to those in the US. This raises the question as to whether or not this is appropriate for the particular needs of EFL students and the obstacles they face. For this study, in order to explore students’ attitudes toward writing centres and the role they play in writing education, interview data was collected from students of English composition in two different departments at a university in Japan well known for its English language education: the English department, which does not have a writing centre, and the liberal arts department, which has one of the first writing centres established in Japan.

  4. How does language distance between L1 and L2 affect the L2 brain network? An fMRI study of Korean-Chinese-English trilinguals.

    Science.gov (United States)

    Kim, Say Young; Qi, Ting; Feng, Xiaoxia; Ding, Guosheng; Liu, Li; Cao, Fan

    2016-04-01

    The present study tested the hypothesis that language distance between first language (L1) and second language (L2) influences the assimilation and accommodation pattern in Korean-Chinese-English trilinguals. The distance between English and Korean is smaller than that between Chinese and Korean in terms of orthographic transparency, because both English and Korean are alphabetic, whereas Chinese is logographic. During fMRI, Korean trilingual participants performed a visual rhyming judgment task in three languages (Korean: KK, Chinese: KC, English: KE). Two L1 control groups were native Chinese and English speakers performing the task in their native languages (CC and EE, respectively). The general pattern of brain activation of KC was more similar to that of CC than KK, suggesting accommodation. Higher accuracy in KC was associated with decreased activation in regions of the KK network, suggesting reduced assimilation. In contrast, the brain activation of KE was more similar to that of KK than EE, suggesting assimilation. Higher accuracy in KE was associated with decreased activation in regions of the EE network, suggesting reduced accommodation. Finally, an ROI analysis on the left middle frontal gyrus revealed greater activation for KC than for KE, suggesting its selective involvement in the L2 with more arbitrary mapping between orthography and phonology (i.e., Chinese). Taken together, the brain network involved in L2 reading is similar to the L1 network when L2 and L1 are similar in orthographic transparency, while significant accommodation is expected when L2 is more opaque than L1. PMID:26673115

  5. Theoretical and Practical Linguistic Shifting from Product/Guided Writing to Process Writing and Recently to the Innovated Writing Process Approach in Teaching Writing for Second/Foreign Language Learners

    Directory of Open Access Journals (Sweden)

    Anwar Mourssi

    2013-05-01

    Full Text Available Writing is a complex cognitive activity in which foreign language learners are required to pay attention simultaneously to content, sentence structure, vocabulary, punctuation, spelling and letter formation. Therefore, there can be no guarantee that an effective teaching method in one context would result in effective student learning in another. It is proved that Product/Guided Writing resulting in poor writers, and Process Writing dos not provide much care for metalinguistic feedback or enough time for negotiation as well. Following the stages of Innovated Writing Process (IWP, the instructor may be able to teach students many skills that may improve the quality of their writing as well as speaking. This paper presents the theoretical and practical linguistic shifting from Product/Guided Writing to Process Writing and recently to the Innovated Writing Process Approach in teaching writing for Second/Foreign Language Learners. It is indicated that metalinguistic feedback, error/contrastive analysis and the communicative interaction negotiating of meaning and form provided by the teacher lead to remarkable improve in second/foreign language learners’ written accuracy and fluency as well.

  6. From Novice to Expert: Implications of Language Skills and Writing-Relevant Knowledge for Memory during the Development of Writing Skill

    OpenAIRE

    McCutchen, D.

    2011-01-01

    This article outlines a theory of the development of writing expertise illustrated by a review of relevant research. An argument is made for two necessary (although not sufficient) components in the development of writing expertise: fluent language generation processes and extensive knowledge relevant to writing. Fluent language processes enable the developing writer (especially the young developing writer) to begin to manage the constraints imposed by working memory, whereas extensive knowle...

  7. Linguistic, reading, and transcription influences on kindergarten writing in children with English as a second language

    Directory of Open Access Journals (Sweden)

    Gina L. Harrison, Keira C. Ogle & Megan Keilty

    2013-06-01

    Full Text Available The contribution of linguistic, reading, and transcription processes to writing in kindergarten English as a second language (ESL children and their native-English speaking peers (EL1 were examined. ESL and EL1 performed similarly on one of the two measures of phonological awareness (PA and on measures of early reading, spelling, and writing. EL1 outperformed ESL on a pseudoword repetition task and on the English vocabulary and syntactic knowledge tasks. ESL outperformed EL1 on a writing fluency measure. Correlation and hierarchical regression results varied as a function of the writing tasks (procedural or generative and language status. Across language groups, writing tasks that captured children's developing graphophonemic knowledge were associated with a breadth of cognitive, linguistic, and early literacy skills. PA, reading, and transcription skills, but not oral vocabulary and syntactic knowledge contributed the most variance to writing irrespective of language status. The results suggest that parallel component skills and processes underlie ESL and EL1 children's early writing when formal literacy instruction begins in kindergarten even though ESL children are developing English oral and literacy proficiency simultaneously.

  8. Policies and Practices in Foreign Language Writing at the College Level: Survey Results and Implications

    Science.gov (United States)

    O'Donnell, Mary E.

    2007-01-01

    This article contains results from an online survey that asked 66 college-level language program directors of French, German, and Spanish in (he United States about policies and procedures governing foreign language writing at their respective institutions. Survey categories included (1) general Information, (2) Information regarding practices and…

  9. Multilingual Dyslexia in University Students: Reading and Writing Patterns in Three Languages

    Science.gov (United States)

    Lindgren, Signe-Anita; Laine, Matti

    2011-01-01

    We investigated reading and writing in two domestic languages (Swedish and Finnish) and one foreign language (English) among multilingual university students with (n = 20) versus without dyslexia (n = 20). Our analyses encompassed overall speed and accuracy measures and an in-depth analysis of grapheme-phoneme-grapheme errors and inflectional…

  10. The Impact of Dictation Practice on Turkish as a Foreign Language Learners' Writing Skills

    Science.gov (United States)

    Büyükikiz, K. Kaan

    2014-01-01

    The purpose of this study is to learn about the impact of dictation practice on B1 level Turkish as a foreign language learners' writing skills. In this study, a pretest-posttest quasi-experimental design with control group was used. The study was carried out with 24 B1 level students enrolled in Gaziantep University Turkish and Foreign Languages…

  11. Advancing Research in Second Language Writing through Computational Tools and Machine Learning Techniques: A Research Agenda

    Science.gov (United States)

    Crossley, Scott A.

    2013-01-01

    This paper provides an agenda for replication studies focusing on second language (L2) writing and the use of natural language processing (NLP) tools and machine learning algorithms. Specifically, it introduces a range of the available NLP tools and machine learning algorithms and demonstrates how these could be used to replicate seminal studies…

  12. Exploring Podcasting in English as a Foreign Language Learners' Writing Performance

    Science.gov (United States)

    Bamanger, Ebrahim Mohammed; Alhassan, Riyadh Abdulrahman

    2015-01-01

    The purpose of the present study was to determine whether giving English as a foreign language learners podcast lectures in addition to the traditional lectures help them to enhance their English language writing, and to explore and discover useful information regarding the adoption of podcasting as a learning or training tool in order to better…

  13. Advancing Research in Second Language Writing through Computational Tools and Machine Learning Techniques: A Research Agenda

    Science.gov (United States)

    Crossley, Scott A.

    2013-01-01

    This paper provides an agenda for replication studies focusing on second language (L2) writing and the use of natural language processing (NLP) tools and machine learning algorithms. Specifically, it introduces a range of the available NLP tools and machine learning algorithms and demonstrates how these could be used to replicate seminal studies…

  14. LEARNING TO WRITE IN A SECOND LANGUAGE: TWO DECADES OF RESEARCH

    Directory of Open Access Journals (Sweden)

    Alister Cumming

    2001-12-01

    Full Text Available The empirical studies reviewed in this article show that over the past two decades research on learning to write in second languages has expanded and refined conceptualizations of (a the qualities of texts that learners produce, (b the processes of students' composing, and, increasingly, (c the specific sociocultural contexts in which this learning occurs. Research has tended to treat each of these dimensions separately, though they are integrally interrelated. Certain recommendations for instruction follow from this inquiry, but the conclusiveness and comprehensiveness of such recommendations are constrained by the multi faceted nature of second-language writing and the extensive variability associated both with literacy and with languages internationally.

  15. Notation systems for reading and writing sign language

    OpenAIRE

    McCarty, Amy L.

    2004-01-01

    Without written forms, signed languages do not permit the type of textual record available to speakers of English and other written languages. Deaf signers have generally relied on the language of the dominant hearing culture for this purpose. Because of their visual-gestural modality, signed languages present a unique set of challenges for developing written forms. These issues are considered from a behavioral perspective, and two sign language notation systems, Stokoe Notation and Sutton Si...

  16. Anxiety over EFL speaking and writing: A view from language classrooms

    OpenAIRE

    Gkonou, Christina

    2011-01-01

    The assumption that foreign language learners experience a high level of anxiety mainly when faced with speaking activities implies that research should focus on those learners prone to anxiety over that skill. Despite not being widely investigated, foreign language writing anxiety also seems to be a concern for a large number of students. Drawing on questionnaire findings, the study reported in this article examined the nature of, and the connection between the English language classroom spe...

  17. Writing skills and strategies of bilingual immigrant students learning Greek as a second language and English as a foreign language

    Directory of Open Access Journals (Sweden)

    Eleni Griva

    2013-02-01

    Full Text Available The present study was concerned with eliciting information about the problems that bilingual or immigrant students’ encounter and the strategies that they employ whilst writing in Greek as a second language (GL2 and in English as a foreign language (EFL. The sample consisted of a total of 32 bilingual students, aged between 10 and 12 from Albanian, Russian and Georgian families. The study followed a qualitative and quantitative method of data collection and analysis: (1 a screening writing test was used for student selection and their categorisation into skilled and less skilled writers; (2 student think-aloud reports and retrospective interviews were used to collect data whilst students were writing in GL2 and EFL. The findings indicated that the skilled bilingual writers held a much broader and complex view of their own writing process and showed more strategic knowledge compared to less-skilled writers. In particular, they were more flexible in using both cognitive and metacognitive strategies and employed a wider range of more ‘elaborated’ strategies. In contrast, the less-skilled writers had a more limited knowledge of the writing task, and they adopted lower-level processes and strategies. However, they had adequate awareness of their own writing problems related to word level, and they employed certain compensation strategies to overcome writing weaknesses. Some suggestions are made about the creation of educational and teaching conditions for developing bilingual students’ linguistic cognitive and metacognitive skills and expanding opportunities for them to become autonomous writers.

  18. Cross-linguistic influence in multilingual language acquisition: The role of L1 and non-native languages in English and Catalan oral production / La influencia entre lenguas en su adquisición multilingüe: el papel de L1 y de lenguas no nativas en la producción oral en inglés y en catalán

    Scientific Electronic Library Online (English)

    Mireia, Ortega.

    2008-06-01

    Full Text Available Gran parte de la investigación en la adquisición de terceras lenguas se ha centrado en los efectos que tienen factores como la distancia entre lenguas, la competencia, el uso reciente, o el estatus de la segunda lengua (L2) en la elección de la lengua origen (L1) desde el punto de vista de la influe [...] ncia interlingüística. Se presenta aquí un análisis de dichos factores, así como la influencia que tiene la L1 (español) en la producción oral en L2 (inglés) y L3 (catalán). Se analiza la transferencia léxica y sintáctica en la producción en catalán e inglés de dos hablantes plurilingües con conocimiento similar de lenguas extranjeras. Fueron entrevistados dos veces en un ambiente informal. Los resultados muestran que la L1 es la principal fuente de transferencia, tanto en la producción oral en L2, como en L3; pero su influencia disminuye a medida que la competencia en la lengua meta incrementa. La distancia entre lenguas también tiene un papel importante en la influencia interlingüística, especialmente si la competencia en la lengua de origen es buena, y si ha habido un contacto reciente con ella. Los resultados también sugieren que mientras que la transferencia sintáctica se basa exclusivamente en la L1, la transferencia léxica se puede basar en la lengua no nativa. Abstract in english Most research in third language acquisition has focused on the effects that factors such as language distance, second language (L2) status, proficiency or recency have on the choice of the source language (L1) in cross-linguistic influence (CLI). This paper presents a study of these factors, and of [...] the influence that the L1 (Spanish) has on L2 (English) and L3 (Catalan) oral production. Lexical and syntactic transfer are analysed in the production of Catalan and English of two multilingual speakers with similar knowledge of non-native languages. They were interviewed twice in an informal environment. The results show that the L1 is the main source of transfer, both in L2 and L3 production, but its influence decreases as proficiency in the target language increases. Language distance also plays an important role in CLI, especially if proficiency in the source language is high and if there has been recent exposure to it. The findings also suggest that while syntactic transfer is exclusively L1-based, lexical transfer can occur from a non-native language.

  19. The Influence of Explicit Cross-Linguistic Consciousness-Raising on the EL Writing of the Iranian English Language Learners

    Directory of Open Access Journals (Sweden)

    Seyyed Yavar Hosseininik

    2014-06-01

    Full Text Available This study investigates the effects of cross-linguistic consciousness-raising through comparing and contrasting learners’L1 (Persian and L2 (English on their L2 written performance. To do this, sixty intermediate language learners, both male and female, learning English at two private institutes in Yasuj, Iran, were chosen as the participants of the study. They were assigned to four groups, two experimental groups and two control groups. Two language items, i.e. subject-verb agreement and adverb position in a sentence were chosen as the materials to be taught in the study. At first, Three kinds of tests, i.e. recognition test, translation test and writing production test checking the participants’ recognition of errors, proper use and correct production of the chosen language items respectively, were administered as the pre-tests. Afterwards, the experimental groups were taught through consciousness-raising techniques but the control groups were taught through traditional ways of grammar teaching. After four weeks of instruction, the participants were given post-tests being parallel to the pre-tests. The mean scores comparison and contrast for the pre-tests and the post-tests through using Paired T-test revealed a significant improvement in the experimental group’s written performance with regard to recognition, proper use and production of the two chosen language items. The findings indicate that cross-linguistic consciousness-raising activities do have a positive effect on the participants’ written performance. 

  20. Knowledge, Writing, and Language Outcomes for a Reading Comprehension and Writing Intervention

    Science.gov (United States)

    Mason, Linda H.; Davison, Megan Dunn; Hammer, Carol Scheffner; Miller, Carol A.; Glutting, J. James

    2013-01-01

    Many students struggle with gaining knowledge and writing about content text material and therefore require effective intervention. In a randomized controlled trial study, 77 low-achieving fourth-grade students received reading comprehension instruction or reading comprehension plus writing instruction or were assigned to a no-treatment control.…

  1. L1/L2 Differences in the Acquisition of Form-Meaning Pairings in a Second Language

    Science.gov (United States)

    McManus, Kevin

    2015-01-01

    This paper examines the impact of L1/L2 form-meaning differences in the domain of aspect to investigate whether L2 learners are able to acquire properties of the L2 that are different from the L1. Oral data were collected from English- and German-speaking university learners of French L2 (n = 75) at two different levels of proficiency. The results…

  2. Speed in cognitive tasks as an indicator of second/foreign language reading and writing skills

    Directory of Open Access Journals (Sweden)

    Sanna Olkkonen

    2013-04-01

    Full Text Available In a cross-sectional study 823 Finnish school children were tested to examine the relation between speed of performance in cognitive and linguistic tasks and second/foreign language reading and writing. Participants were Finnish-speakers with English as foreign language and Russian-speakers with Finnish as second language which made it possible to compare the results across these two language groups. The Finnish group was furthermore divided into three groups by age to see how speed develops with age and education. Groups were tested with a number of cognitive instruments that included measures of speed of performance. Overall, performance on the speed measures improved with age; often, the second language learners outperformed their foreign language peers of the same age. Regression analyses indicated that speed measures could predict from 20% to over 40% of performance in second/foreign language reading and writing tasks. Prediction was somewhat stronger for writing than reading. The best predictors were also somewhat different for the foreign and second language learners, as well as for the different age groups.DOI: http://dx.doi.org/10.5128/ERYa9.13

  3. Writing in second language : the application of regulatory focus in Hong Kong classroom

    OpenAIRE

    Chik, Ying-ying; 戚盈盈

    2014-01-01

    This study evaluated the effectiveness of an instructional programme designed to improve the regulatory fit of, and lessen the working memory demand upon, students in the process of second language (L2) writing. Drawing on the theoretical understanding of regulatory focus theory (RFT) and cognitive process of writing, a quasi-experiment with control group was designed and testified on 138 secondary school students in Hong Kong over a period of 16 weeks. The findings suggest that the aforement...

  4. Researching Aptitude in a Process-based Approach to Foreign Language Writing Instruction

    OpenAIRE

    Abbas Zare-ee; Fatemeh Mahdavi

    2014-01-01

    In the study reported here, we explored writing processes employed by 70 undergraduate learners of English as a Foreign Language (EFL) through questionnaires and think-aloud protocols. Then we looked for possible differences in the writing processes employed by high- and low-aptitude learners. We observed that learners with higher aptitude scores devoted more attention to clausal complexity than those with lower levels of aptitude. Moreover, they resorted less frequently to their mother tongu...

  5. A MODEL STUDY ON WRITING EDUCATION LATEST APPLICATIONS: AUSTRALIAN NATIVE LANGUAGE INSTRUCTION PROGRAM PORTFOLIO

    Directory of Open Access Journals (Sweden)

    Alpaslan OKUR

    2013-03-01

    Full Text Available The last acquired skill is writing when it comes to basic language skills. Writing is a kind of skill that can be applied when the other skills are acquired. Thus, it is necessary to acquire listening, speaking and reading skills before teaching writing skills as it is fed on these skills. The task of native language teaching programmes is to enable learners to use these skills effectively in their lives. Because of the fact that other skills, especially listening and speaking, also partly reading are acquired in the family, only writing is acquired in formal education institutions. In this sense, it is assessed in a separate category in native language programmes. Research carried out both in Turkey and in the world shows that neither in our country, nor in the world is the writing skill at the desired level. These research focus on the reasons why the learners' creativity levels are low when writing is concerned. The reasons are thought to be learners, teachers, environment and the education system itself.

  6. Principles and practices for response in second language writing developing self-regulated learners

    CERN Document Server

    Andrade, Maureen Snow

    2012-01-01

    Based on the assumptions that students expect feedback and want to improve, and that improvement is possible, this book introduces a framework that applies the theory of self-regulated learning to guide second language writing teachers' response to learners at all stages of the writing process. This approach provides teachers with principles and activities for helping students to take more responsibility for their own learning. By using self-regulated learning strategies, students can increase their independence from the teacher, improve their writing skills, and continue to make progress o

  7. ¿Duermes mucho Tony?: Interpersonal and Transactional Uses of L1 in the Foreign-Language Classroom ¿Duermes mucho Tony?: Usos interpersonales y transaccionales de la lengua materna en el aula de clase de lengua extranjera

    OpenAIRE

    Sandra Higareda; Georgina López; Gerrard Mugford

    2009-01-01

    Whilst communicative teaching approaches sanction, often grudgingly, the limited use of the students' first language (L1) in English Language Teaching (ELT), critical debate is now centred on a much more substantial and energetic role for the use of mother tongue in the language classroom. Justifications favouring the use of L1 currently range from ideological arguments to classroom teaching considerations. This paper contributes to this ongoing debate by examining how new generations of ...

  8. English as a World Language in Academic Writing

    Science.gov (United States)

    Genc, Bilal; Bada, Erdogan

    2010-01-01

    Language is a phenomenon which can hardly be viewed separate from its very inherent component, culture. This component does by all means play a significant role in enabling the language to gain a global status. No doubt, some prominent issues do contribute to this process: political, economic, and military supremacy, to name but a few. This study…

  9. Modular Sequence: English as a Second Language, Methods and Techniques. TTP 001.11 Writing. Teacher Corps Bilingual Project.

    Science.gov (United States)

    Hernandez, Alberto; Melnick, Susan L.

    This learning module is designed to provide the prospective teacher of English as a second language with suggestions for practical applications of sound linguistic theory for teaching writing to second-language learners. After completing the module, the student is expected to be able to: (a) define the role of writing in foreign and…

  10. Vocabulary and Writing in a First and Second Language : Processes and Development

    DEFF Research Database (Denmark)

    Albrechtsen, Dorte; Haastrup, Kirsten

    2008-01-01

    Book description: Vocabulary and Writing in a First and Second Language is based on a large-scale empirical study. The innovative feature of the research was that the same students were asked to do the same tasks in both languages while reporting their thinking as they went along. Furthermore , they had to undertake the same tasks even though they were of very different experience, ranging from young children at school to university students. Three areas of learners' competencies and skills were explored: vocabulary knowledge, word guessing strategies and writing. The authors further explore the relationship between the skills and describe the level of development for individual learners within the three areas. In all cases, statistical and qualitative analyses are offered, the latter being based on the learners' own 'think-aloud' reports. Both researchers and teachers of language will find this in-depth approach useful in understanding the processes of both first and second language performance

  11. Therapeutic Writing: An Exploratory Speech-Language Pathology Counseling Technique

    Science.gov (United States)

    Isaki, Emi; Brown, Betty G.; Alemán, Sara; Hackstaff, Karla

    2015-01-01

    This exploratory qualitative study investigated the use of therapeutic writing for counseling long-term caregivers of spouses with brain injury and neurogenic communication disorders. Three participants wrote an average of six single-spaced pages of text. After analysis of the written text, the common themes of onset of diagnosis, anger, grief,…

  12. English-Language Creative Writing in Hong Kong: Colonial Stereotype and Process

    OpenAIRE

    Lim, SGL

    2001-01-01

    Describes the effort of Hong Kong University in Hong Kong, China to move away from colonial education policies toward a vision of higher education as a global creative and knowledge industry. Diversity of the English language; Stereotypes of the Hong Kong students' relationship to English; Poems made by Chinese students that have appeared in the English-language literary magazine 'Yuan Yang: A Journal of Hong Kong and International Writing.'

  13. Factors Influencing Student Nurses’ Perceptions of Success and Failure in Second Language Writing – A Classroom-based Study

    OpenAIRE

    Hung-Cheng TAI

    2013-01-01

    This article applies attribution theory to identify the factors that influence nursing students’ perceptions of success and failure in learning English writing skills. The study took place in a language classroom in southern Taiwan involving fifty-one female nursing students, a writing teacher, and the researcher. Teaching activities included five writing cycles based on an online writing platform, process approach, and multiple revisions. Evidence data has been collected from learners’ quest...

  14. Is it differences in language skills and working memory that account for girls being better at writing than boys?

    OpenAIRE

    Lorna Bourke; Anne-Marie Adams

    2012-01-01

    Girls are more likely to outperform boys in the development of writing skills. This study considered gender differences in language and working memory skills as a possible explanation for the differential rates of progress. Sixty-seven children (31 males and 36 females) (M age 57.30 months) participated. Qualitative differences in writing progress were examined using a writing assessment scale from the Early Years Foundation Stage Profile (EYFSP). Quantitative measures of writing: number of w...

  15. Researching Aptitude in a Process-based Approach to Foreign Language Writing Instruction

    Directory of Open Access Journals (Sweden)

    Abbas Zare-ee

    2014-10-01

    Full Text Available In the study reported here, we explored writing processes employed by 70 undergraduate learners of English as a Foreign Language (EFL through questionnaires and think-aloud protocols. Then we looked for possible differences in the writing processes employed by high- and low-aptitude learners. We observed that learners with higher aptitude scores devoted more attention to clausal complexity than those with lower levels of aptitude. Moreover, they resorted less frequently to their mother tongue while writing texts in English. High-aptitude EFL learners also used more global planning strategies than their low-aptitude peers and edited while writing much more frequently. Our review showed that even though aptitude has been extensively researched in second language acquisition and shown to correlate with the level of success in different skills, it has rarely been considered in relation to writing processes. We suggest that, as classroom teachers, EFL writing instructors accumulate and incorporate knowledge of their students’ aptitude in deploying their teaching strategies. 

  16. Language policy, 'Asia's world city' and anglophone Hong Kong writing

    OpenAIRE

    Ho, EYL

    2010-01-01

    Hong Kong's official language policy of 'biliteracy' (Chinese and English) and 'trilingualism' (Cantonese, Putonghua, English), announced after the reversion to China in 1997, claims to address actualities of language use in the territory, remove inequities between English and Chinese, and consolidate the linguistic platform to launch Hong Kong as 'Asia's World City'. Public discussion of and controversy over this policy immediately followed, and have continued in the past decade. But they ha...

  17. Improving EFL Writing through Study of Semantic Concepts in Formulaic Language

    Science.gov (United States)

    Schenck, Andrew D.; Choi, Wonkyung

    2015-01-01

    Within Asian EFL contexts such as South Korea, large class sizes, poor sources of input and an overreliance on the Grammar-Translation Method may negatively impact semantic and pragmatic development of writing content. Since formulaic language is imbued with syntactic, semantic and pragmatic linguistic features, it represents an ideal means to…

  18. Latino English Language Learners' Writing during Literacy-Enriched Block Play

    Science.gov (United States)

    Snow, Marianne; Eslami, Zohreh R.; Park, Jeong Hyun

    2015-01-01

    Although growing numbers of young English language learners (ELLs) from low-income homes enroll in U.S. schools, there remains a lack of research on how they respond to common school literacy practices including a literacy-enriched play. This exploratory study aims to examine the writing behaviors of six kindergarteners in their classroom's…

  19. Fostering Reflective Writing and Interactive Exchange through Blogging in an Advanced Language Course

    Science.gov (United States)

    Lee, Lina

    2010-01-01

    Blog technology is a potential medium for encouraging reflective writing through self-expression and interactive exchange through social networking. This paper reports on a study using blogs as out-of-class assignments for the development of learners' language competence. The study involved seventeen university students at advanced level who kept…

  20. Self-Assessment in Autonomous Computer-Aided Second Language Writing.

    Science.gov (United States)

    Sullivan, Kirk; Lindgren, Eva

    2002-01-01

    Presents the results of a study carried out in Sweden to investigate the promotion of self assessment and reflection in the adult second language classroom. Proposes a method in which the computer is used to record a writing session and later to replay the entire text production in retrospective peer sessions. After using the method, all writers…

  1. Concentrated Language Encounter Instruction Model III in Reading and Creative Writing Abilities

    Science.gov (United States)

    Promnont, Piyapong; Rattanavich, Saowalak

    2015-01-01

    The research is aimed to study the development of eleventh grade students' reading, creative writing abilities, satisfaction taught through the concentrated language encounter instruction method, CLE model III. One experimental group time series design was used, and the data was analyzed by MANOVA with repeated measures, t-test for one-group…

  2. The Ideologically Biased Use of Language in Scientific and Technical Writing.

    Science.gov (United States)

    Coletta, W. John

    1992-01-01

    Explores how conventional classroom approaches to the discussion of the organization and theory of information can be expanded rather easily into full-scale explorations of the ideology of the language of scientific and technical writing. Uses technical descriptions from biology, engineering, and chemistry to provide examples of this ideological…

  3. Predictors of Spelling and Writing Skills in First- and Second-Language Learners

    Science.gov (United States)

    Harrison, Gina L.; Goegan, Lauren D.; Jalbert, Rachel; McManus, Kelly; Sinclair, Kristin; Spurling, Jessica

    2016-01-01

    Cognitive and linguistic components related to spelling and writing in English as a second language (ESL) and native-English speaking (EL1) third graders were examined. ESL and EL1 children performed similarly on rapid naming, phonological awareness (PA), verbal short-term and working memory, reading fluency, single-word spelling, text spelling,…

  4. Perceived Writing Likes and Needs in Spanish and English as Foreign Languages

    Science.gov (United States)

    Bruton, Anthony S.; Marks, Emilia Alonso; Fernandez, Angeles Broca

    2010-01-01

    A survey was conducted with public secondary school students of English as a foreign language in Spain and with similar public secondary school students of Spanish in the United States on their perceptions of writing likes and needs. Their teachers were surveyed as well. In general, the perceived needs outweigh the likes, and the students of…

  5. The Web as a Source of Unconventional Research Materials in Second Language Academic Writing

    Science.gov (United States)

    Stapleton, Paul; Helms-Park, Rena; Radia, Pavlina

    2006-01-01

    This study examined 68 Web sources selected by 19 second-language (L2) students while preparing to write research papers. Students submitted an annotated bibliography consisting of ten sources from print or electronic media. Each Web source was classified according to type (e.g., news or advocacy). Of the 68 sites, 29 were considered conventional,…

  6. The Impact of Text Messaging Language Shortcuts on Developmental Students' Formal Writing Skills

    Science.gov (United States)

    Rankin, Sherry L.

    2010-01-01

    The language shortcuts used in text messages are becoming evident in students' academic writing assignments. This qualitative study sought to determine if the use of the shortcuts has an adverse impact on developmental students' spelling and grammar skills. This research was based on the constructivist theory, which rationalizes that students use…

  7. An integrated approach to enhancing prospective English language teachers' writing skills

    Directory of Open Access Journals (Sweden)

    Recep Sahin Arslan

    2013-10-01

    Full Text Available This study reports on the experience of a group of pre-service teachers of English in a compulsory writing coursein the preparatory program of an English language teaching department in the Turkish context. This studyspecifically attempts to investigate to what extent the writing course contributes to the acquisition of basicconventions of written discourse in English when prospective teachers of English are involved in an extensivewriting practice which is based upon integration of product, process and genre based approaches to writing. Thestudy lasted for a period of 28 weeks with fifty-nine pre-service teachers of English who participated in thestudy. The participants studied the basic genre types which included expository writing such as classification,process, argumentation, opinion, cause and effect, compare and contrast, and narrative paragraphs and essays.The participants specifically received instruction as to the basic constituents of paragraph and essays writing;namely, organization, process, unity, coherence, word choice, language use, grammar, and mechanics whichwere further put into 49 observable competencies. Data were collected through an analytic assessment rubricapplied to participants’ pre-study and post-study essays. In addition, participants were distributed a pre-study anda post-study self-perception questionnaire in order to evaluate any possible improvements in their writingcompetence. The results of the study suggest that exposing pre-service teachers of English to various genres byinvolving them in an extensive writing practice adds to their writing competency positively in learning theprocess of writing practice, organizing the text, including relevant content in the text, using languageappropriately, producing correct grammar, coming up with relevant vocabulary, and following correctmechanical conventions.

  8. Language, Violence, and the State: Writing Tamil Dalits

    Directory of Open Access Journals (Sweden)

    Nathaniel Roberts

    2010-01-01

    Full Text Available With the Dalit movement in Maharastra having grown stagnant, and Uttar Pradesh’s Dalit-led Bahujan Samaj Party possibly reaching the limits of its potential development, the vital forefront of Dalit politics has now shifted to Tamil Nadu. So writes Gail Omvedt in her introduction to Thol. Thirumavalan’s Talisman. Whether the recent upsurge of intellectual and political energy among Tamil Dalits shall indeed prove a model for Dalits elsewhere in India—or whether, on the contrary, there are not...

  9. Phonemics: A Technique for Reducing Languages to Writing.

    Science.gov (United States)

    Pike, Kenneth L.

    The purpose of this textbook is to establish a satisfactory technique for discovering the pertinent units of sound in any language and organizing them into an alphabet system. The first part of the book deals with the analysis and production of phonetic units. The second and major part of the book is devoted to the analysis and description of…

  10. Machine Translation-Assisted Language Learning: Writing for Beginners

    Science.gov (United States)

    Garcia, Ignacio; Pena, Maria Isabel

    2011-01-01

    The few studies that deal with machine translation (MT) as a language learning tool focus on its use by advanced learners, never by beginners. Yet, freely available MT engines (i.e. Google Translate) and MT-related web initiatives (i.e. Gabble-on.com) position themselves to cater precisely to the needs of learners with a limited command of a…

  11. Perception of speech rhythm in second language: the case of rhythmically similar L1 and L2.

    Science.gov (United States)

    Ordin, Mikhail; Polyanskaya, Leona

    2015-01-01

    We investigated the perception of developmental changes in timing patterns that happen in the course of second language (L2) acquisition, provided that the native and the target languages of the learner are rhythmically similar (German and English). It was found that speech rhythm in L2 English produced by German learners becomes increasingly stress-timed as acquisition progresses. This development is captured by the tempo-normalized rhythm measures of durational variability. Advanced learners also deliver speech at a faster rate. However, when native speakers have to classify the timing patterns characteristic of L2 English of German learners at different proficiency levels, they attend to speech rate cues and ignore the differences in speech rhythm. PMID:25859228

  12. Recognizing Syntactic Errors in the Writing of Second Language Learners

    CERN Document Server

    Schneider, D A; Schneider, David A.; Coy, Kathleen F. Mc

    1998-01-01

    This paper reports on the recognition component of an intelligent tutoring system that is designed to help foreign language speakers learn standard English. The system models the grammar of the learner, with this instantiation of the system tailored to signers of American Sign Language (ASL). We discuss the theoretical motivations for the system, various difficulties that have been encountered in the implementation, as well as the methods we have used to overcome these problems. Our method of capturing ungrammaticalities involves using mal-rules (also called 'error productions'). However, the straightforward addition of some mal-rules causes significant performance problems with the parser. For instance, the ASL population has a strong tendency to drop pronouns and the auxiliary verb `to be'. Being able to account for these as sentences results in an explosion in the number of possible parses for each sentence. This explosion, left unchecked, greatly hampers the performance of the system. We discuss how this ...

  13. EFL/ESL Learners’ Language Related Episodes (LREs) during Performing Collaborative Writing Tasks

    OpenAIRE

    Seyed Yasin Yazdi Amirkhiz; Kamariah Abu Bakar; Arshad Abd. Samad; Roselan Baki; Leila Mahmoudi

    2013-01-01

    This paper examined how the homogeneous dyads-- two EFL (i.e. Iranian) dyads and two ESL (i.e., Malaysian) dyads--consciously reflected on their language in the course of performing collaborative writing tasks. To this end, the dyads were asked to do fifteen writing tasks collaboratively. The pair talk was audio-recorded and transcribed for each dyad. It was revealed that EFL/ESL dyads had different orientations towards metatalk; EFL dyads tended to focus considerably more on meta-linguistic ...

  14. Is it differences in language skills and working memory that account for girls being better at writing than boys?

    Directory of Open Access Journals (Sweden)

    Lorna Bourke

    2012-03-01

    Full Text Available Girls are more likely to outperform boys in the development of writing skills. This study considered gender differences in language and working memory skills as a possible explanation for the differential rates of progress. Sixty-seven children (31 males and 36 females (M age 57.30 months participated. Qualitative differences in writing progress were examined using a writing assessment scale from the Early Years Foundation Stage Profile (EYFSP. Quantitative measures of writing: number of words, diversity of words, number of phrases/sentences and grammatical complexity of the phrases/sentences were also analysed. The children were also assessed on tasks measuring their language production and comprehension skills and the visuo-spatial, phonological, and central executive components of working memory. The results indicated that the boys were more likely to perform significantly less well than the girls on all measures of writing except the grammatical complexity of sentences. Initially, no significant differences were found on any of the measures of language ability. Further, no significant differences were found between the genders on the capacity and efficiency of their working memory functioning. However, hierarchical regressions revealed that the individual differences in gender and language ability, more specifically spoken language comprehension, predicted performance on the EYFSP writing scale. This finding accords well with the literature that suggests that language skills can mediate the variance in boys’ and girls’ writing ability.

  15. English Language, Linguistics and Literature. : Selected Readings of Classical Writings for Linguistic Theory, Literature History, and Applications of the English Language.

    OpenAIRE

    Haase, Fee

    2009-01-01

    This collection contains selected readings of Ccassical writings for linguistic theory, literature history, and applications of the English language in documents from the early beginnings to the 20th century.

  16. Between freedom and self-subjection: the dilemma of writing in an African language

    Directory of Open Access Journals (Sweden)

    N. Maake

    2006-07-01

    Full Text Available This article is an analysis of the dilemmas that confront an author who chooses to write in an African language. (Language choice remains a particularly vexing issue in African literature. On the one hand a language that he is a master of gives him the freedom to assert himself and oppose the imperial way of thinking, which is liberating. On the other hand choice of language confines his work to a specific audience and a particular set of literary canons. Sometimes certain influential gatekeepers overtly prescribe boundaries and limit the possibilities of transcending them. On the other hand, as a case study of Sesotho literature shows, the literature itself manifests generic and thematic propensities that limit the freedom of literary expression. From the subjective and privileged position of being a writer in Sesotho himself the author in the end makes a number of suggestions on how to overcome this stifling status quo.

  17. High School Teacher Perspectives and Practices: Second Language Writing and Language Development

    Science.gov (United States)

    Gilliland, Betsy

    2015-01-01

    Teachers' understandings of second language learning influence their practices in the classroom. This paper analyzes interview and classroom data collected during a year-long ethnographic study of two high school English language development classes to identify (1) what the teachers understood about second language (L2) development and L2 academic…

  18. Learning to Write in a Second Language: Two decades of Research

    OpenAIRE

    Alister Cumming

    2001-01-01

    The empirical studies reviewed in this article show that over the past two decades research on learning to write in second languages has expanded and refined conceptualizations of (a) the qualities of texts that learners produce, (b) the processes of students' composing, and, increasingly, (c) the specific sociocultural contexts in which this learning occurs. Research has tended to treat each of these dimensions separately, though they are integrally interrelated. Certain recommendations for ...

  19. The Impact of Task Difficulty and Language Proficiency on Iranian EFL Learners? Code-switching in Writing

    OpenAIRE

    Amir Sabzevar Qahfarokhi; Reza Biria

    2012-01-01

    This study sought to investigate code-switching in the writing of Iranian EFL learners. Code switching can occur both in spoken and written discourse. In order to measure this behavior in the writing of Iranian EFL learners, a total of 30 participants (15 intermediate and 15 advanced learners) were randomly selected. An Oxford Placement Test was administered to determine their level of second language (L2) proficiency. For gathering the relevant data from the learners, two writing tasks with ...

  20. Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment

    OpenAIRE

    Dracopoulos, Effie

    2011-01-01

    This study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course. Two sections of the course were offered in a traditional classroom setting whereas two others were given in a hybrid form that in-volved distance learning. Contrary to previous research, writing anxiety showed no correlation with learning performance, whereas computer anxie-ty only yielded a positive correlation with performan...

  1. Finding a Place for Critical Thinking and Self-voice in College English as a Foreign Language Writing Classrooms

    OpenAIRE

    Osman Barnawi

    2011-01-01

    Although the concepts of critical thinking and self-voice have been extensively discussed in a second language writing, little attention has been given, on the pedagogical level, to critical thinking and self-voice in college EFL writing instruction. To fill such a void, this paper attempts to propose some pedagogical tasks namely:  persuasive writing tasks, draft workshops one-on-one mentoring approaches for finding a place for critical thinking and self-voice in EFL classrooms. In doing so,...

  2. The Relations among L1 (Spanish) Literacy Skills, L2 (English) Language, L2 Text Reading Fluency, and L2 Reading Comprehension for Spanish-Speaking ELL First Grade Students

    Science.gov (United States)

    Kim, Young-Suk

    2012-01-01

    We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as…

  3. The use of epistemic markers as a means of hedging and boosting in the discourse of L1 and L2 speakers of Modern Greek: A corpus-based study in informal letter-writing

    OpenAIRE

    Lia Efstathiadi

    2010-01-01

    The paper investigates the semantic area of Epistemic Modality in Modern Greek, by means ofa corpus-based research. A comparative, quantitative study was performed between writtencorpora (informal letter-writing) of non-native informants with various language backgroundsand Greek native speakers. A number of epistemic markers were selected for furtherqualitative investigation on the grounds of their high frequency. The qualitative studyrevealed the ways epistemic markers (grammatical and lexi...

  4. The use of epistemic markers as a means of hedging and boosting in the discourse of L1 and L2 speakers of Modern Greek: a corpus-based study in informal letter-writing

    OpenAIRE

    Efstathiadi, Lia; ??????????, ???

    2012-01-01

    The paper investigates the semantic area of Epistemic Modality in Modern Greek, by means of a corpus-based research. A comparative, quantitative study was performed between written corpora (informal letter-writing) of non-native informants with various language backgrounds and Greek native speakers. A number of epistemic markers were selected for further qualitative investigation on the grounds of their high frequency. The qualitative study revealed the ways epistemic markers (grammatical and...

  5. Learner Characteristics and Writing Performance in a Community College English as a Second Language Course: Some Unexpected Findings

    Science.gov (United States)

    Lambert, Olga D.

    2015-01-01

    This study investigates the relationships between individual learner characteristics and gain in writing performance as measured by a standardized writing assessment in a sample of community college academic English as a Second Language (ESL) students in the United States. The ethnically and linguistically diverse convenience sample included 76…

  6. Peer Response with Process-Oriented, Standards-Based Writing for Beginning-Level, Second Language Learners of Spanish

    Science.gov (United States)

    O'Donnell, Mary E.

    2014-01-01

    In an attempt to increase second language (L2) learners' understanding of the benefits associated with the process approach to writing and, more specifically, to gain their appreciation of how their peers might contribute to the quality of their writing, in this study peer revision was modified between two groups of lower-level proficiency L2…

  7. Finding a Place for Critical Thinking and Self-Voice in College English as a Foreign Language Writing Classrooms

    Science.gov (United States)

    Barnawi, Osman Z.

    2011-01-01

    Although the concepts of critical thinking and self-voice have been extensively discussed in a second language writing, little attention has been given, on the pedagogical level, to critical thinking and self-voice in college EFL writing instruction. To fill such a void, this paper attempts to propose some pedagogical tasks namely: persuasive…

  8. Levels of aggregation: Identification of sociolinguistic determinants of L1 proficiency in higher education

    OpenAIRE

    Tummers, José; Deveneyns, Annelies

    2015-01-01

    We will investigate sociolinguistic determinants of written L1 proficiency of students in higher education in Flanders. Firstly, higher education institutions set up various support initiatives to improve the academic writing skills of incoming students (Peters & Van Houtven 2010). Secondly, research identified a correlation between first year students’ language proficiency and their study progress (De Wacher et al. 2013). To support evidence-based language policy, the following research ...

  9. Il fattore "eta'" nell'acquisizione linguistica (L1 e L2): dimensioni di un "meta-problema" (The "Age" Factor in Language Acquisition [L1 and L2]: The Dimensions of a "Meta-Problem").

    Science.gov (United States)

    Titone, Renzo

    1991-01-01

    Summarizes and comments on two recent books, one by Birgit Harley and the other by David Singleton, that review the language research carried out to determine the importance of age in learning a second language. (CFM)

  10. "Brilliant, Bright, Boiling Words": Literary Disability, Language and the Writing Body in the Work of Christopher Nolan

    Science.gov (United States)

    Coogan, Tom

    2012-01-01

    This article uses theory on disability, embodiment and language to explore the production, context and presentation of two pieces of life-writing by Christopher Nolan. It examines Nolan's unusual use of language and form in his presentations of an experience of disability, and considers its literary and political significance. Consideration is…

  11. An Exploration into the Writing Ability of Generation 1.5 and International Second Language Writers: A Mixed Methods Approach

    Science.gov (United States)

    Di Gennaro, Kristen K.

    2011-01-01

    A growing body of research suggests that the writing ability of international second language learners (IL2) and US-resident second language learners, also referred to as Generation 1.5 (G1.5), differs, despite a dearth of substantial empirical evidence supporting such claims. The present study provides much-needed empirical evidence concerning…

  12. SMS Language and College Writing :The languages of the College Texters

    OpenAIRE

    Norizul Azida Darus; Nazira Osman; Latisha Asmaak Shafie

    2010-01-01

    Many students have become avid texters and are seriously reinventing language to accommodate the 160-character limit of short messages. They are more interested in getting their messages across and thus becoming less concerned about correct spelling, grammar and punctuation. Since texting has become a way of life of many students, it is feared that the SMS language can affect students’ written performance. This research examines the effects of frequent usage of text messaging (SMS) on undergr...

  13. Hemingway’s Language Style and Writing Techniques in The Old Man and the Sea

    OpenAIRE

    Yaochen Xie

    2008-01-01

    Among many great American writers, Hemingway is famous for his objective and terse prose style. As all the novels Hemingway published in his life, The Old Man and the Sea typically reflects his unique writing style. The language is simple and natural on the surface, but actually deliberate and artificial. Hemingway’s style is related to his experience as a journalist. The influence of his style is great all over the world. The Old Man and the Sea is full of facts, most of which comes from Hem...

  14. Dual processing and discourse space: Exploring fifth grade students' language, reasoning, and understanding through writing

    Science.gov (United States)

    Yoon, Sae Yeol

    The purpose of this study was to explore the development of students' understanding through writing while immersed in an environment where there was a strong emphasis on a language-based argument inquiry approach. Additionally, this study explored students' spoken discourse to gain a better understanding of what role(s) talking plays in the development of understanding through writing. Finally, the study proposed a new concept of Discourse Space, which enabled researchers to improve their understanding of the characteristics of the development of student cognition through writing, and of the roles talking plays in cognitive development through writing. This study was guided by the research question: What patterns of the development of fifth grade students' cognition over time emerge in their private and public negotiations under a teacher who is ranked as a low-level implementer of the SWH approach? This question was divided into two sub-questions: (a) Throughout a unit, Ecosystems, what patterns emerge regarding the development of six fifth grade students' understanding through writing, and b) What patterns of the development of Discourse Space emerge through talking in three different contexts. In order to answer these questions, this qualitative research employed a generic qualitative study. Twenty-one fifth grade students participated in this study, and six students were purposefully selected through which to further investigate the development of an understanding of science through private negotiation while immersed in a language-based argument inquiry approach. Major data sources included students' writing samples, informal conversations with the teacher, researcher's field notes, and classroom videos. Additionally, the teacher's modified RTOP scores and semi-structured interviews were used to deepen the contextual understanding of the learning environment and the teacher's instructional performance. The data analysis was conducted by utilizing discourse analysis of writing and talking. The results showed (1) students' low level of engagement in evaluation impacted their reasoning and use of sources for making meanings, as well as their understanding of the topic. Compared to the results of a previous study, students' complexity of reasoning was relatively less developed, and similarly students' use of reflective sources was generally observed relatively less often. (2) The teacher and students in this study engaged in limited public negotiation, which focused more on articulating than on evaluating ideas. The limited public negotiation that was represented by the dialogical patterns in this study cannot support the development of understanding through writing or the practice of the roles of constructor and critiquer, which play a core function in the comprehension of scientific practice. This study has several implications for teacher education and research. Teacher education needs to be centered more on how to encourage students' engagement in the process of evaluation, since this plays an important function not only in the development of understanding, but also in providing opportunities to perform the roles of both constructor and critiquer. Teachers can use writing as an argumentative activity to encourage or foster students' engagement in the process of evaluation or critique. Additionally, this study provides insight into the importance of the learning environment in which the teacher and students create and develop; this learning environment needs to provide not only opportunities but also demands for students to engage in both constructing and critiquing ideas.

  15. Two Heads May Not Be Better than One in Writing to Learn Spanish as a Second Language

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    Ya-Chin Tsai

    2013-01-01

    Full Text Available This study investigated two approaches to writing to learn Spanish as a second language. Eight undergraduate students were exposed to task-based language learning and a traditional approach in a counter-balanced manner to learn Spanish verbs from writing stories. While the participants made significant improvements in morphosyntactic accuracy over time, their performance with regard to syntactic complexity was deteriorated. When the two approaches were compared, no significant differences were found in accurate use of Spanish reflexive verbs or complexity of the stories. Although the number of language-related episodes and accurate use of reflexive verbs were positively related, the correlation did not reach a significant level. Due to the nature of this small-scale study, generalizability of these results is limited.Keywords: task, interaction, output, accuracy, complexity, language-related episode, second language acquisition, reflexive verb

  16. Factors Influencing Student Nurses’ Perceptions of Success and Failure in Second Language Writing – A Classroom-based Study

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    Hung-Cheng TAI

    2013-06-01

    Full Text Available This article applies attribution theory to identify the factors that influence nursing students’ perceptions of success and failure in learning English writing skills. The study took place in a language classroom in southern Taiwan involving fifty-one female nursing students, a writing teacher, and the researcher. Teaching activities included five writing cycles based on an online writing platform, process approach, and multiple revisions. Evidence data has been collected from learners’ questionnaires and interviews, teacher’s interviews, classroom observations, teaching materials, and researcher’s diaries. The data has been analysed quantitatively using SPSS and qualitatively with the aid of QSR NVivo software. Results reveal the major factors given by learners involve the amount writing practice given and their perceptions of their competence in vocabulary and with grammar. The work is supported by observations made by the language teacher and the researcher on issues which have emerged on the students’ writing skills, psychology, language competence, and learning context. This article concludeswith the implications for teaching.

  17. Modeling the Relationship between Lexico-Grammatical and Discourse Organization Skills in Middle Grade Writers: Insights into Later Productive Language Skills That Support Academic Writing

    Science.gov (United States)

    Galloway, Emily Phillips; Uccelli, Paola

    2015-01-01

    Learning to write in middle school requires the expansion of sentence-level and discourse-level language skills. In this study, we investigated later language development in the writing of a cross-sectional sample of 235 upper elementary and middle school students (grades 4-8) by examining the use of (1) lexico-grammatical forms that support…

  18. Computing Accurate Grammatical Feedback in a Virtual Writing Conference for German-Speaking Elementary-School Children: An Approach Based on Natural Language Generation

    Science.gov (United States)

    Harbusch, Karin; Itsova, Gergana; Koch, Ulrich; Kuhner, Christine

    2009-01-01

    We built a natural language processing (NLP) system implementing a "virtual writing conference" for elementary-school children, with German as the target language. Currently, state-of-the-art computer support for writing tasks is restricted to multiple-choice questions or quizzes because automatic parsing of the often ambiguous and fragmentary…

  19. Cognitive Retroactive Transfer (CRT) of Language Skills among Bilingual Arabic-English Readers

    Science.gov (United States)

    Abu-Rabia, Salim; Shakkour, Wael; Siegel, Linda

    2013-01-01

    This study examined the effects of an intervention helping struggling readers improve their reading and writing skills in English as a foreign language (L2), and those same skills in Arabic, which was their first language (L1). Transferring linguistic skills from L2 to L1 is termed "cognitive retroactive transfer". Tests were administered to the…

  20. Cognitive Retroactive Transfer (CRT) of Language Skills among Bilingual Arabic-English Readers

    Science.gov (United States)

    Abu-Rabia, Salim; Shakkour, Wael; Siegel, Linda

    2013-01-01

    This study examined the effects of an intervention helping struggling readers improve their reading and writing skills in English as a foreign language (L2), and those same skills in Arabic, which was their first language (L1). Transferring linguistic skills from L2 to L1 is termed "cognitive retroactive transfer". Tests were administered to the…

  1. The Effectiveness of Using the Cooperative Language Learning Approach to Enhance EFL Writing Skills among Saudi University Students

    OpenAIRE

    Montasser Mohamed AbdelWahab Mahmoud

    2014-01-01

    Cooperative language learning (CLL) approach was used to encourage second-year university students at the college of languages and translation, at Al-Imam University to learn from their peers so that they could develop their writing skills. Students in CLL-based groups were trained to be more responsible for their learning through developing their personal interaction as well as their linguistic competence in a more relaxed social context. This treatment included sophomore students enrolled i...

  2. A Study of the Relationship between Persian and English Writing Skills among Adult EFL Learners in Iran

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    Azim Javadi-Safa

    2013-03-01

    Full Text Available This research aims at investigating the relationship between writing skill and sub-skills of first language (Persian and foreign language (English. Therefore, 50 upper-intermediate EFL learners in Iran who were majoring in the English language were asked to write on two different topics in Persian and English. Then, the compositions were evaluated based on ESL Composition Profile. Subsequently, using Pearson product-moment correlation, the correlation between the compositions overall scores in L1 and L2, as well as the correlations between each of five major components of writing, including content, organization, vocabulary, language use, and mechanics in the two languages were examined. The results displayed large correlations between the compositions overall scores as well as between the four writing sub-skills in L1 and L2. The highest correlations were observed between writing sub-skills of vocabulary, mechanics, language use, and content respectively. These findings entail some pedagogical implications for effective language learning in both L1 and L2, utilizing the enhancing effect of cross-linguistic transfer of writing.Key words: L1-L2 Relationship, Cross-linguistic Transfer, Writing, Adult EFL Learners, Persian

  3. First Language Grapheme-Phoneme Transparency Effects in Adult Second Language Learning

    Science.gov (United States)

    Ijalba, Elizabeth; Obler, Loraine K.

    2015-01-01

    The Spanish writing system has consistent grapheme-to-phoneme correspondences (GPC), rendering it more transparent than English. We compared first-language (L1) orthographic transparency on how monolingual English- and Spanish-readers learned a novel writing system with a 1:1 (LT) and a 1:2 (LO) GPC. Our dependent variables were learning time,…

  4. The Effectiveness of Using the Cooperative Language Learning Approach to Enhance EFL Writing Skills among Saudi University Students

    Directory of Open Access Journals (Sweden)

    Montasser Mohamed AbdelWahab Mahmoud

    2014-05-01

    Full Text Available Cooperative language learning (CLL approach was used to encourage second-year university students at the college of languages and translation, at Al-Imam University to learn from their peers so that they could develop their writing skills. Students in CLL-based groups were trained to be more responsible for their learning through developing their personal interaction as well as their linguistic competence in a more relaxed social context. This treatment included sophomore students enrolled in EN 211 course in the second semester of 2013 academic year. Two instruments were used in this study; a pre-post writing test, and an attitude questionnaire. The pre- and post- scores from the test were calculated for descriptive statistics and compared using a Wilcoxon Test. The process of evaluating students’ writings focused mainly on analyzing their mistakes with regard to spelling, using of vocabulary, grammar, punctuation as well as coherence. The findings revealed that the students’ scores in writing were higher for the post-test than the pre-test at the significance level of .001 after being subject to this kind of treatment. However, it must be stated that the degree of improvement was not extremely high as students still made some mistakes with regard to the previously mentioned points. As for the attitude scale, the results obtained proved that the students developed positive attitudes towards using the cooperative learning approach to develop language skills in general and to develop their writing skills in particular.

  5. The Development of Language and Reading Skills in the Second and Third Languages of Multilingual Children in French Immersion

    Science.gov (United States)

    Berube, Daniel; Marinova-Todd, Stefka H.

    2012-01-01

    The relationship between first language (L1) typology, defined as the classification of languages according to their structural characteristics (e.g. phonological systems and writing systems), and the development of second (L2) and third (L3) language skills and literacy proficiency in multilingual children was investigated in this study. The…

  6. Helping Taiwanese Graduate Students Help Themselves: Applying Corpora to Industrial Management English as a Foreign Language Academic Reading and Writing

    Science.gov (United States)

    Reynolds, Barry Lee

    2015-01-01

    Lack of knowledge in the conventional use of vocabulary and multiword patterns in one's respective field of expertise causes Taiwanese students to produce academic writing that is markedly "non-nativelike." This is because Taiwanese students are first and foremost second language readers and often have difficulty "picking up…

  7. Aspects of Communicative Competence: The Effect of Situation upon the Oral Language of Adults with Different Reading and Writing Proficiencies.

    Science.gov (United States)

    Sacks, Renee K.

    An exploration of the linguistic patterns and conversational strategies of adult learners was conducted to clarify the relationship between individuals' oral communicative ability and their levels of proficiency in the nonoral literate modes of reading and writing. The connection between social class and language development was also examined.…

  8. Adopting Social Networking Sites (SNSs) as Interactive Communities among English Foreign Language (EFL) Learners in Writing: Opportunities and Challenges

    Science.gov (United States)

    Razak, Norizan Abdul; Saeed, Murad; Ahmad, Zulkifli

    2013-01-01

    As most traditional classroom environments in English as Foreign Language (EFL) still restrict learners' collaboration and interaction in college writing classes, today, the majority of EFL learners are accessing Social Networking Sites (SNSs) as online communities of practice (CoPs) for adopting informal collaborative learning as a way of…

  9. The use of epistemic markers as a means of hedging and boosting in the discourse of L1 and L2 speakers of Modern Greek: A corpus-based study in informal letter-writing

    Directory of Open Access Journals (Sweden)

    Lia Efstathiadi

    2010-01-01

    Full Text Available The paper investigates the semantic area of Epistemic Modality in Modern Greek, by means ofa corpus-based research. A comparative, quantitative study was performed between writtencorpora (informal letter-writing of non-native informants with various language backgroundsand Greek native speakers. A number of epistemic markers were selected for furtherqualitative investigation on the grounds of their high frequency. The qualitative studyrevealed the ways epistemic markers (grammatical and lexical are used in order to expressthe speaker’s stance while they perform a number of discourse-pragmatic functions withoutviolating the societal norms of politeness. The present study made use of the literature onEpistemic Modality, the face-management theory of politeness and the interpersonalmetadiscoursal features known as hedges and boosters.

  10. A Study of Students’ Assessment in Writing Skills of the English Language

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    Muhammad Javed

    2013-07-01

    Full Text Available This paper addresses to evaluate and assess the students’ competency in writing skills at Secondary school level in the English Language focusing five major content areas: word completion, sentence making/syntax, comprehension, tenses/ grammar and handwriting. The target population was the male and female students of grade 10 of urban and rural Secondary schools from public and private sector. Forty (40 Secondary schools of District Bahawalnagar, Pakistan were taken using stratified sampling. A sample consisting of 440 students (11students from each school was randomly selected using a table of random numbers. An achievement test consisting of different items was developed to assess the students’ competency and capability in sub-skills of writing such as word completion, sentence making/syntax, comprehension, tenses/grammar and handwriting. Mean score and standard deviation were used to analyze the students’ proficiency in each sub-skill. The t-test was applied to make the comparison on the bases of gender, density and public and private sector. The overall performance of all the students was better in comprehension as compared to other sub-skills namely word completion, sentence making/syntax, tenses/grammar and handwriting. The analysis, based on t-value, revealed no significant difference between the performance of male and female students and the students of public and private schools, whereas there was a significant difference between the performance of urban and rural students.

  11. ¿Duermes mucho Tony?: Interpersonal and Transactional Uses of L1 in the Foreign-Language Classroom ¿Duermes mucho Tony?: Usos interpersonales y transaccionales de la lengua materna en el aula de clase de lengua extranjera

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    Sandra Higareda

    2009-10-01

    Full Text Available Whilst communicative teaching approaches sanction, often grudgingly, the limited use of the students' first language (L1 in English Language Teaching (ELT, critical debate is now centred on a much more substantial and energetic role for the use of mother tongue in the language classroom. Justifications favouring the use of L1 currently range from ideological arguments to classroom teaching considerations. This paper contributes to this ongoing debate by examining how new generations of language teachers in Mexico are using the students' mother tongue, Spanish, not only as a pedagogical tool but to develop and reinforce interpersonal relationships in the language classroom in order to enhance the learning of English.Mientras que los métodos comunicativos de enseñanza autorizan, muchas veces con poco entusiasmo, el uso de la lengua materna (L1 de los estudiantes del idioma inglés (EI , un gran debate propone un papel más sustancial y activo para el uso del español en el salón de clases. Actualmente, los argumentos que se muestran a favor del uso de la lengua materna (L1 parten desde motivos ideológicos hasta factores pedagógicos en la enseñanza en el salón de aprendizaje de idiomas. El presente artículo contribuye a este debate en curso examinando la forma en que las nuevas generaciones de profesores de inglés en México están utilizando la lengua materna de sus estudiantes, el español, no sólo como una herramienta pedagógica sino para desarrollar y reforzar las relaciones interpersonales en el salón de idiomas, de forma que el aprendizaje del inglés se vea favorecido.

  12. ACQUISITION OF EFFECTIVE WRITING SKILL – ISSUES AND CHALLENGESFOR THE SECOND LANGUAGE LEARNER OF THE ENGLISH – AN EXPLORATIVE STUDY.

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    Bishnu Paramguru Mahapatra

    2014-04-01

    Full Text Available Writing a short or long piece of text effectively flawlessly, precisely, concisely, up to the point with out any ambiguity has been a major concern for the L2 learners of English in the professional world. Professional like engineers need to write business letters, reports, proposals etc as their desk as a part of their routine work. On most of these cases it has been observed that they fail to write the content of the task precisely an effectively, therefore they end up with long of piece of writing without any precision of the text and fail to communicate the core information through that to their boss or to their office.At this point of time it is highly essential for the professionals to equip themselves with excellent writing skills with out which they might not survive in their pursuits,because there is hardly any professional activity which does not require writing skills. This paper will look into the various causes of ineffective writing skills of the second language learners of English and suggests possible remedial measures to overcome it.

  13. Writing Assessment and the Revolution in Digital Texts and Technologies. Language & Literacy Series

    Science.gov (United States)

    Neal, Michael

    2010-01-01

    Writing and the teaching of writing is changing at a rapid pace. How can educators understand writing assessment "as" and "with" technology in the 21st-century classroom? Michael Neal contends that new technologies are neither the problem nor the solution. Instead, educators need to tap into digital resources only inasmuch as they promote writing…

  14. Common European Framework of Reference for Languages in Croatia: an analysis of writing competence at level C1

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    Marija Spajić

    2015-01-01

    Full Text Available The aim of the article is to present the results of a research conducted with advanced (C1 level learners of French as a foreign language in Croatia, in which their writing competence was studied according to the CEFR descriptors. Our hypothesis was that reaching level C1 demanded that a considerable amount of effort be invested in the development of learners’ writing and pragmatic skills.  In the evaluation of these skills, characteristics of culture-specific learning contexts are to be taken into account. To test our hypothesis, we used a structured questionnaire and interviews with teachers. The results of our research are presented in the conclusion.

  15. Common European Framework of Reference for Languages in Croatia: an analysis of writing competence at level C1

    OpenAIRE

    Marija Spajić; Yvonne Vrhovac

    2015-01-01

    The aim of the article is to present the results of a research conducted with advanced (C1 level) learners of French as a foreign language in Croatia, in which their writing competence was studied according to the CEFR descriptors. Our hypothesis was that reaching level C1 demanded that a considerable amount of effort be invested in the development of learners’ writing and pragmatic skills.  In the evaluation of these skills, characteristics of culture-specific learning contexts are to be tak...

  16. On the development of a colloquial writing style: Examining the language of Indonesian teen literature

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    Dwi Noverini Djenar

    2008-12-01

    Full Text Available The last few years have seen a boom in the publication of teen fiction in Indonesia. Particularly since the publication of the highly successful novel Eiffel ... I’m in love (Arunita 2001, numerous fiction works targeted at a youthful readership have appeared. This genre of popular literature has been so successful in attracting its audience that it currently constitutes the largest growing market in the Indonesian publishing industry (Simamora 2005. One of its striking characteristics is the predominant use of colloquial Indonesian, an informal variety of Indonesian that is closely identified with speakers from the capital Jakarta, particularly young people. Over a decade ago, scholars noted the increasing use of colloquial Indonesian in popular literature (see for example Adelaar and Prentice 1996:678. The implication is that this language variety has spread into domains previously dominated by standard Indonesian, the formal variety used in government administration, formal education, and most printed mass media. Indeed, contemporary Indonesian written literature is largely associated with standard Indonesian, such that the increasing use of colloquial Indonesian in popular literature has invited much criticism from language gatekeepers. Despite such criticism, however, teen fiction continues to flourish. The increasing use of colloquial Indonesian in teen fiction, though noted by scholars, has not been subject to any detailed linguistic study. Linguistic studies of colloquial Indonesian – at least those published in English – have focused so far on its use in speech, or in written texts intended to resemble speech, such as internet chatting and advice columns for young people. Prior to the recent surge in teen fiction, use of colloquial Indonesian in contemporary written literature was largely limited to dialogues. Writers such as Putu Wijaya, for example, are known to incorporate colloquialism to render dialogues more natural (Rafferty 1990:107. Teen fiction writers have extended the use of colloquialism into other parts of fiction such as the description of characters, settings, and inner thoughts. This development makes it interesting to look for a way to describe the increase of colloquialism. A useful approach is to examine the usage patterns of a term or a selection of terms in a number of teen fiction works published over time, with the purpose of observing changes in the patterns, and whether such changes can be shown to represent greater colloquialism. This study is a preliminary attempt in that direction. My purpose here is to demonstrate that in the last two decades during which colloquial Indonesian has been employed in teen fiction, there has been a shift in writing style from one that bears greater resemblance to standard Indonesian towards a style that is more colloquial. The term ‘style’ is commonly employed in sociolinguistics to refer to ways of speaking, which Bell (2001:139 defines in terms of the question ‘Why did the speaker say it this way on this occasion?’ (italics in original. Adapting this definition for teen fiction writing, I use ‘writing style’ here to refer to the characteristic manner in which an author writes fiction. This style is observed here by examining the use of the preposition pada ‘to, towards, on, in, at’ as compared to the use of three other prepositions, namely kepada ‘to, towards’, ke ‘to, towards’, and sama ‘to, towards, by, with’. The development towards increased colloquialism is shown through two indicators: a reduction in the range of prepositional meanings of pada along with the assignment of particular discourse functions to kepada, and an increased use of ke and sama. The data are drawn from ten works of fiction published between 1998 and 2005. Eight of these are written by the same author, Hilman. In four of them, Hilman collaborates with fellow writer Boim Lebon. The other two works are by Laire Siwi Mentari and Marthino Andries. This selection is motivated by the following considerations. Hilman’s works ha

  17. THE WRITING PROBLEMS OF IRANIAN STUDENTS IN THE BASIC LEVEL WHO LEARNS TURKISH AS A FOREIGN LANGUAGE

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    Emrah Boylu

    2014-08-01

    Full Text Available At all levels of education as well as teaching Turkish to foreigners is an issue to be dealt with on the importance of input and output. In this respect, the work of writing and language learning that is possible to determine the level of their writing skills. In this context, at the end of term exams and courses, as well as on the data obtained, the detection and correction of errors, both in terms of the potential students and the teacher guiding the student is. In addition, the students already know their mistakes, to gain the ability to write in the future is important to minimize errors. At this work we identified the Iranian students writing problems and presented their recommendations for the solution. The study designed as a survey. The Data collected about the students problems on writing from the exams which the centre done on writing part and the students composition papers during the period. The mistakes of the students made in written expression, grouped audio information, morphology, the syntax and orthography.

  18. Writing in science: Exploring teachers' and students' views of the nature of science in language enriched environments

    Science.gov (United States)

    Decoito, Isha

    Writing in science can be used to address some of the issues relevant to contemporary scientific literacy, such as the nature of science, which describes the scientific enterprise for science education. This has implications for the kinds of writing tasks students should attempt in the classroom, and for how students should understand the rationale and claims of these tasks. While scientific writing may train the mind to think scientifically in a disciplined and structured way thus encouraging students to gain access to the public domain of scientific knowledge, the counter-argument is that students need to be able to express their thoughts freely in their own language. Writing activities must aim to promote philosophical and epistemological views of science that accurately portray contemporary science. This mixed-methods case study explored language-enriched environments, in this case, secondary science classrooms with a focus on teacher-developed activities, involving diversified writing styles, that were directly linked to the science curriculum. The research foci included: teachers' implementation of these activities in their classrooms; how the activities reflected the teachers' nature of science views; common attributes between students' views of science and how they represented science in their writings; and if, and how the activities influenced students' nature of science views. Teachers' and students' views of writing and the nature of science are illustrated through pre-and post-questionnaire responses; interviews; student work; and classroom observations. Results indicated that diversified writing activities have the potential to accurately portray science to students, personalize learning in science, improve students' overall attitude towards science, and enhance scientific literacy through learning science, learning about science, and doing science. Further research is necessary to develop an understanding of whether the choice of genre has an influence on meaning construction and understanding in science. Finally, this study concluded that the relationship between students' views of the nature of science and writing in science is complex and is dependent on several factors including the teachers' influence and attitude towards student writing in science.

  19. Reading Native and Foreign Language Texts and Tests: The Case of Arabic and Hebrew Native Speakers Reading L1 and English FL Texts and Tests.

    Science.gov (United States)

    Elinor, Siaegh-Haddad

    A study investigated the effect of test item type (multiple-choice or open-ended) on performance reading comprehension tests given in both the student's native language and a second language. Subjects were 24 native Arabic-speaking and 38 native Hebrew-speaking students at Haifa University (Israel), all enrolled in a course in English as a second…

  20. Signalling L2 Centrality, Maintaining L1 Dominance: Teacher Language Choice in an Ethnic Minority Primary Classroom in the Lao PDR

    Science.gov (United States)

    Cincotta-Segi, Angela Rose

    2011-01-01

    Although the Lao People's Democratic Republic has speakers of up to 230 different languages belonging to four ethnolinguistic families, the Lao Government's policy as stated in its Education Law is that Lao is the official language of education at all levels. This creates a challenging situation for teachers in ethnic minority villages throughout…

  1. The Impact of Text Genre on Iranian Intermediate EFL Students’ Writing Errors: An Error Analysis Perspective

    OpenAIRE

    Kourosh Moqimipour; Mohsen Shahrokhi

    2015-01-01

    The present study aimed at analyzing writing errors caused by the interference of the Persian language, regarded as the first language (L1), in three writing genres, namely narration, description, and comparison/contrast by Iranian EFL students. 65 English paragraphs written by the participants, who were at the intermediate level based on their performance on a quick placement test, were analyzed by using Error Analysis (EA). The ideas of 15 teachers with more than six years of teaching in th...

  2. The Effect of Student Receptivity to Instructional Feedback on Writing Proficiency among Chinese Speaking English Language Learners

    OpenAIRE

    Julie Tzu-Ling Huang

    2012-01-01

    The purpose of this research study is to discover the degree to which student acceptance of instructor feedback influences developing writing proficiency among Chinese speaking English Language Learners enrolled in an American middle school. This study was designed as a qualitative case study—an approach using in-depth inductive processes to observe and evaluate the receptivity of eighth-grade students to instructor feedback during an extended unit of instruction covering the five-paragraph e...

  3. Supporting the Development of Autonomous Learning Skills in Reading and Writing in an Independent Language Learning Centre

    OpenAIRE

    Hazel L. W. Chiu

    2012-01-01

    This article draws on observations, examples and findings from previous action research and teaching experiences gathered in an independent language learning centre in a university in Hong Kong to explore strategies for supporting independent learning. The learning centre offers one-to-one and small-group learning sessions to support the development of independent learning skills in various areas. This discussion will explore particularly the focuses of reading and writing skills development....

  4. Executive functions, oral language and writing in preschool children: Development and correlations

    Directory of Open Access Journals (Sweden)

    Talita de Cassia Batista Pazeto

    2014-05-01

    Full Text Available Executive functions (EF and oral language (OL are important for learning reading and writing (RW and for the development of other skills in preschool. The study investigated the progression and the relationships between the performances in these competences in pre-schoolers. Participants were 90 children, mean age 4.91 years, students from Kindergarten years I and II of a private school in SP, assessed, individually, with a battery with nine instruments for EF, OL, and RW. There was increase of the performances as a result of educational level for all OL and RW measures, but only for attention in the field of EF. Significant correlations were found between the measurements assessing the same cognitive domain, as well as inter-domain, although portraying a different pattern. The results indicate that OL and RW seem to develop rapidly in the course of preschool, while the EF have slower development. The fields of OL and RW, EF and RW are more interdependent, and EF and OL are relatively independent.

  5. Lexical spelling in children and adolescents with specific language impairment: variations with the writing situation.

    Science.gov (United States)

    Broc, Lucie; Bernicot, Josie; Olive, Thierry; Favart, Monik; Reilly, Judy; Quémart, Pauline; Uzé, Joël

    2013-10-01

    The goal of this study was to compare the lexical spelling performance of children and adolescents with specific language impairment (SLI) in two contrasting writing situations: a dictation of isolated words (a classic evaluative situation) and a narrative of a personal event (a communicative situation). Twenty-four children with SLI and 48 typically developing children participated in the study, split into two age groups: 7-11 and 12-18 years of age. Although participants with SLI made more spelling errors per word than typically developing participants of the same chronological age, there was a smaller difference between the two groups in the narratives than in the dictations. Two of the findings are particularly noteworthy: (1) Between 12 and 18 years of age, in communicative narration, the number of spelling errors of the SLI group was not different from that of the typically developing group. (2) In communicative narration, the participants with SLI did not make specific spelling errors (phonologically unacceptable), contrary to what was shown in the dictation. From an educational perspective or that of a remediation program, it must be stressed that the communicative narration provides children-and especially adolescents-with SLI an opportunity to demonstrate their improved lexical spelling abilities. Furthermore, the results encourage long-term lexical spelling education, as adolescents with SLI continue to show improvement between 12 and 18 years of age. PMID:23891725

  6. The Teaching of Reading, Writing and Language in a Clinical Speech and Language Setting: A Blended Therapy Intervention Approach

    Science.gov (United States)

    Ammons, Kerrie Allen

    2013-01-01

    With a growing body of research that supports a link between language and literacy, governing bodies in the field of speech and language pathology have recognized the need to reconsider the role of speech-language pathologists in addressing the emergent literacy needs of preschoolers who struggle with literacy and language concepts. This study…

  7. The Effects of Blog-Mediated Peer Feedback on Learners' Motivation, Collaboration, and Course Satisfaction in a Second Language Writing Course

    Science.gov (United States)

    Zhang, Haisen; Song, Wei; Shen, Suping; Huang, Ronghuai

    2014-01-01

    This paper reported on a study of using blogs as out-of-class assignments for the development of learners' writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results…

  8. Balancing the Roles of Explicit Instruction of Text Form Language and Schema Theory in Student Non-Fiction Writing: Problems and Possibilities

    Science.gov (United States)

    Broer van Arragon, Kathleen

    2003-01-01

    The focus of this study will be on the intersection of the following domains: Second Language Acquisition research on cohesion and coherence, discourse acquisition of young children, the effect of text form-focused instruction on student non-fiction writing and the impact of schema theory on student decision-making during the writing process.

  9. The Role of Grammar Teaching in Writing in Second Language Acquisition

    Science.gov (United States)

    Lin, Li-Li

    2008-01-01

    "Grammar is the sound, structure, and meaning system of language. All languages have grammar, and each language has its own grammar" (Beverly, 2007, p.1). People who speak the same language are able to communicate with each other because they all know the grammar system and structure of that language, that is, the meaningful rules of grammar.…

  10. Technology in L1

    DEFF Research Database (Denmark)

    Elf, Nikolaj Frydensbjerg; Hanghøj, Thorkild; Skaar, Håvard; Erixon, Per-Olof

    In recent decades, several Scandinavian research projects have had an explicit focus on how technology intervenes in L1 (or so-called Mother Tongue Education) practices in Swedish, Norwegian and Danish educational contexts, and how this may impact on understanding of the subject. There is currently...... no systematic overview of the documented possibilities and challenges related to the use of technology in L1. At the same time, there is terminological confusion in use of ‘technology’ and related concepts in L1. Finally, there is a general lack of critical reflection on the relation between...... technological developments, political rhetoric, and the development of L1 teaching and learning as a social practice related to specific contexts and actors. Thus, the paper attempts to answer three interrelated research questions: 1) what do we mean when we talk about ‘technology’ in L1?; 2) based on a...

  11. Technology in L1

    DEFF Research Database (Denmark)

    Elf, Nikolaj Frydensbjerg; Hanghøj, Thorkild; Skaar, Håvard; Erixon, Per Olav

    2015-01-01

    In recent decades, several Scandinavian research projects have had an explicit focus on how technology intervenes in L1 (or so-called Mother Tongue Education) practices in Swedish, Norwegian and Danish educational contexts, and how this may impact on understanding of the subject. There is currently...... no systematic overview of the documented possibilities and challenges related to the use of technology in L1. At the same time, there is terminological confusion in use of ‘technology’ and related concepts in L1. Finally, there is a general lack of critical reflection on the relation between...... technological developments, political rhetoric, and the development of L1 teaching and learning as a social practice related to specific contexts and actors. Thus, the paper attempts to answer three interrelated research questions: 1) what do we mean when we talk about ‘technology’ in L1?; 2) based on a...

  12. Cognitive Retroactive Transfer (CRT) of Language Skills among Trilingual Arabic-Hebrew and English Learners

    OpenAIRE

    Salim Abu-Rabia; Wael Shakkour

    2014-01-01

    This study examined whether helping poor readers improve their reading and writing language skills in English as a third language/foreign language (L3/FL) would also bring about an improvement in those same skills in Arabic (L1) and Hebrew (L2). Transferring linguistic skills from L3/FL to both L1 and L2 is termed “Cognitive Retroactive Transfer” (CRT). A battery of tests, administered to the experiment and control groups, assessed orthographic knowledge, phonological awareness, morpholo...

  13. Language Mixing and Code-Switching in Writing: Approaches to Mixed-Language Written Discourse. Routledge Critical Studies in Multilingualism

    Science.gov (United States)

    Sebba, Mark, Ed.; Mahootian, Shahrzad, Ed.; Jonsson, Carla, Ed.

    2011-01-01

    "Code-switching," or the alternation of languages by bilinguals, has attracted an enormous amount of attention from researchers. However, most research has focused on spoken language, and the resultant theoretical frameworks have been based on spoken code-switching. This volume presents a collection of new work on the alternation of languages in…

  14. Second Language Reading of Adolescent ELLs: A Study of Response to Retrospective Miscue Analysis, Error Coding Methodology and Transfer of L1 Decoding Skills in L2 Reading

    Science.gov (United States)

    Latham Keh, Melissa Anne

    2014-01-01

    It is well documented that ELLs face significant challenges as they develop literacy skills in their second language (NCES, 2007, 2011). This population is diverse and growing rapidly in Massachusetts and across the nation (Massachusetts Department of Elementary and Secondary Education, 2013; NCELA, 2011; Orosco, De Schonewise, De Onis, Klingner,…

  15. The Effect of Arabism of Romanic Alphabets on the Development of 9th Grade English as a Foreign Language Students' Writing Skills at Secondary School Level

    Science.gov (United States)

    Zuhair, Ahmad

    2015-01-01

    This paper aims at investigating the effect of Arabization of Romanic Alphabets on the development of 9th Grade English as a Foreign Language students' composition writing skills at secondary school level. This experimental study includes 25 secondary school students in their 9th Grade in which English is taught as a foreign language at…

  16. A Preliminary Model of Bilingual Writing Development for Spanish-Dominant and English-Dominant Students: Portraits from Dual-Language Classrooms.

    Science.gov (United States)

    Gort, Mileidis

    This study investigated the writing processes of first grade bilinguals from majority- and minority-language backgrounds who were in a two-way bilingual education (TWBE) program. The program integrated native English and native Spanish speakers for all or most of the day, promoting high academic achievement, dual language and literacy development,…

  17. Understanding EFL Students' Participation in Group Peer Feedback of L2 Writing: A Case Study from an Activity Theory Perspective

    Science.gov (United States)

    Yu, Shulin; Lee, Icy

    2015-01-01

    While the last three decades have witnessed a growing body of research on peer feedback in first language (L1) and second language (L2) writing, research about students' motives for participating in group peer feedback has remained underexplored. In order to fill this important gap, this case study, guided by the constructs of activity and motive…

  18. Dear Principal, Please Let My Special Education Child Read and Write (Leadership in the Language Arts).

    Science.gov (United States)

    O'Neal, Sharon

    1991-01-01

    Describes school situations in which special needs children have very few opportunities to learn about reading and writing. Calls upon school leaders to assure that special needs children have ample opportunities to engage in legitimate reading and writing in the school context. (MG)

  19. Writing World-Wide Web CGI scripts in the REXX language

    Energy Technology Data Exchange (ETDEWEB)

    Cottrell, R.L.A.

    1996-03-01

    This talk is aimed at people who have experience with REXX and are interested in using it to write WWW CGI scripts. As part of this, the author describes several functions that are available in a library of REXX functions that simplify writing WWW CGI scripts. This library is freely available at //www.slac.standard.edu/slac/www/tool/cgi-rexx/.

  20. Public Internet Forums: Can They Enhance Argumentative Writing Skills of Second Language Learners?

    Science.gov (United States)

    Ritchie, Mathy; Black, Catherine

    2012-01-01

    Improving university students' writing skills is always a challenge. In a third-year French composition course, the researchers introduced the use of public Internet discussion forums to see if that would help achieve the argumentative writing skills goals that were set for this study. The results show that participation in the forums had a…

  1. The Grammar Workshop: Systematic Language Study in Reading and Writing Contexts

    Science.gov (United States)

    Zuidema, Leah A.

    2012-01-01

    In this "prosumer" era in which people seem always to be producing and consuming texts, words matter as much as--or more than--they ever have. Learning how grammar works in the texts they read and write is essential to students' literacy. It is time to reframe English teachers' view to include both writing "and" reading as contexts for grammar…

  2. Does Foreign Language Writing Benefit from Increased Lexical Fluency? Evidence from a Classroom Experiment

    Science.gov (United States)

    van Gelderen, Amos; Oostdam, Ron; van Schooten, Erik

    2011-01-01

    We report a classroom experiment directed at increasing lexical fluency in writing. Participants were 107 Dutch students in bilingual (EFL) education (Grades 10 and 11). According to current theories of writing such fluency allows writers to devote more attention to higher order aspects of text production, such as idea generation, selection and…

  3. The Effect of Strategic and Online Planning on Accuracy of L1 Learners' Written Production

    Directory of Open Access Journals (Sweden)

    Asghar Salimi

    2015-11-01

    Full Text Available In recent years, the application of writing tasks has effectively shed lights on promoting learners' written production. Research on SLA stresses the importance of tasks in the case of complexity, fluency and accuracy (Foster, 1997, 2001; Givon, 1985; Robinson, 2001; Skehan, 1998, since they have had fluctuating impact on L2 learning. However, what is neglected in the literature is the impact of writing task on learners' first language written production that in most cases has paved the way for transmitting ideas in L2. Therefore, the essential aim in the present study is to investigate the effect of strategic planning time and on – line planning time on accuracy of first language learners' written production.  To attain the goal, two classes of 6th grade school students (n = 32, n = 24 were selected. The students did the writing task in the first session which was considered as a pretest in the study. Following a weekly "time out", in the class A (n = 32 strategic planning time was presented to the students and in the class B (n = 24, on – line planning time was conducted for ten minutes proceeding writing task. Time limit to complete the writing production was 30 minutes in both classes. The collected written data was quantified in terms of accuracy measure. Paired sample T-tests and independent sample T-test were conducted to statistically analyze data. The obtained results revealed that strategic planning led to much accuracy in post task in terms of L1 written production compared to pre task. However, the result of statistical analysis in on – line planning time was not significant, since it didn't result in students' L1 writing progress. Keywords: strategic planning time, online planning time, written production, accuracy 

  4. Future directions in feedback on second language writing: Overview and research agenda

    Directory of Open Access Journals (Sweden)

    Fiona Hyland

    2010-12-01

    Full Text Available This article provides an overview of the contributions made to this special issue on feedback by the seven papers, examining how they reflect both the growing interest in different areas of research into feedback on writing and the continuing search by teachers for more effective feedback practices. Focusing first on the papers by Van Beuningen, Storch, Evans, Hartshorn and Allen, it discusses how these papers situate written corrective feedback research in the wider area of second language acquisition research and contribute to the debate in feedback research on research design issues. This is followed by an examination of the major findings of the four situated empirical studies by Bitchener, Ma, El-ebyary and Windeatt, and Martinez and Roca, which make up the second section. Echoing the authors of these papers, this article argues that we need more longitudinal naturalistic studies, adopting both cognitive and socio-cultural SLA frameworks to investigate the role of feedback and its impact on individual learners in more depth. Finally some pedagogic implications are discussed, including the need for feedback practices which facilitate students’ abilities to self regulate and evaluate their performance, and the need to raise teachers’ awareness of the different feedback sources and modes of delivery available to them.Este artículo ofrece una revisión de las siete aportaciones incluidas en este número especial sobre feedback, constatando cómo reflejan tanto el creciente interés por el tema en las distintas áreas de investigación como la continua búsqueda de técnicas más efectivas por parte del profesorado. Centrándose en primer lugar en las contribuciones de Van Beuningen, Storch, Evans, Hartshorn y Allen, analiza cómo estos artículos sitúan la investigación sobre feedback en la corrección de trabajos escritos dentro del área más amplia de adquisición de segundas lenguas, contribuyendo al debate, dentro de la investigación sobre feedback, en torno a aspectos de diseño de la investigación. A continuación se examinan los resultados principales de los cuatro estudios empíricos realizados por Bitchener, Ma, El-ebyary & Windeatt, y Martinez & Roca de Larios, que conforman la segunda sección. Siguiendo a estos autores, el artículo aboga por la realización de más estudios longitudinales de corte naturalista, que utilicen enfoques dentro del campo de la Adquisición de Segundas Lenguas tanto de carácter cognitivo como sociocultural, para investigar con más profundidad el papel del feedback y su impacto en perfiles concretos de aprendices. Finalmente, se tratan algunas implicaciones pedagógicas, incluyendo la necesidad de que las prácticas de feedback faciliten el desarrollo de habilidades de autocorrección y de evaluación del propio rendimiento por parte de los estudiantes, y la necesidad de incrementar el conocimiento que los docentes tienen acerca de las distintas fuentes y modos de implementación de feedback.

  5. ATG16L1

    DEFF Research Database (Denmark)

    Salem, Mohammad; Ammitzboell, Mette; Nys, Kris; Seidelin, Jakob Benedict; Nielsen, Ole Haagen

    2015-01-01

    Genetic variations in the autophagic pathway influence genetic predispositions to Crohn disease. Autophagy, the major lysosomal pathway for degrading and recycling cytoplasmic material, constitutes an important homeostatic cellular process. Of interest, single-nucleotide polymorphisms in ATG16L1...... (autophagy-related 16-like 1 [S. cerevisiae]), a key component in the autophagic response to invading pathogens, have been associated with an increased risk of developing Crohn disease. The most common and well-studied genetic variant of ATG16L1 (rs2241880; leading to a T300A conversion) exhibits a strong...... importance of ATG16L1 and its genetic variant (T300A) within the elementary biological processes linked to Crohndisease....

  6. ESL Students’ Perceptions of the use of Higher Order Thinking Skills in English Language Writing

    Directory of Open Access Journals (Sweden)

    Malini Ganapathy

    2014-10-01

    Full Text Available The transformation of the education curriculum in the Malaysia Education Development Plan (PPPM 2013-2025 focuses on the Higher Order Thinking (HOT concept which aims to produce knowledgeable students who are critical and creative in their thinking and can compete at the international level. HOT skills encourage students to apply, analyse, evaluate and think creatively in and outside the classroom. The purpose of this exploratory study was to investigate the impact of using HOT skills in a secondary ESL writing classroom. A total of 120 Form Two ESL students from three intact classes participated in this study. The students experienced project and group-based work both independently and collaboratively in groups during their writing lessons. The findings from the focus group interviews revealed the following student perceptions: felt engaged in active learning, experienced learner autonomy, developed their writing, researching and personal skills. The implications of this study suggest that using HOT skills in ESL writing lessons facilitate students’ writing ability and interest and it is recommended that HOT skills be explicitly infused in the teaching and learning of writing activities in ESL classrooms. 

  7. The impact of science notebook writing on ELL and low-SES students' science language development and conceptual understanding

    Science.gov (United States)

    Huerta, Margarita

    This quantitative study explored the impact of literacy integration in a science inquiry classroom involving the use of science notebooks on the academic language development and conceptual understanding of students from diverse (i.e., English Language Learners, or ELLs) and low socio-economic status (low-SES) backgrounds. The study derived from a randomized, longitudinal, field-based NSF funded research project (NSF Award No. DRL - 0822343) targeting ELL and non-ELL students from low-SES backgrounds in a large urban school district in Southeast Texas. The study used a scoring rubric (modified and tested for validity and reliability) to analyze fifth-grade school students' science notebook entries. Scores for academic language quality (or, for brevity, language ) were used to compare language growth over time across three time points (i.e., beginning, middle, and end of the school year) and to compare students across categories (ELL, former ELL, non-ELL, and gender) using descriptive statistics and mixed between-within subjects analysis of variance (ANOVA). Scores for conceptual understanding (or, for brevity, concept) were used to compare students across categories (ELL, former ELL, non-ELL, and gender) in three domains using descriptive statistics and ANOVA. A correlational analysis was conducted to explore the relationship, if any, between language scores and concept scores for each group. Students demonstrated statistically significant growth over time in their academic language as reflected by science notebook scores. While ELL students scored lower than former ELL and non-ELL students at the first two time points, they caught up to their peers by the third time point. Similarly, females outperformed males in language scores in the first two time points, but males caught up to females in the third time point. In analyzing conceptual scores, ELLs had statistically significant lower scores than former-ELL and non-ELL students, and females outperformed males in the first two domains. These differences, however, were not statistically significant in the last domain. Last, correlations between language and concept scores were overall, positive, large, and significant across domains and groups. The study presents a rubric useful for quantifying diverse students' science notebook entries, and findings add to the sparse research on the impact of writing in diverse students' language development and conceptual understanding in science.

  8. Investigation of Writing Strategies, Writing Apprehension, and Writing Achievement among Saudi EFL-Major Students

    OpenAIRE

    AbdulRahman Al Asmari

    2013-01-01

    The tenet of this study is to investigate the use of writing strategies in reducing writing apprehension and uncovering its effect on EFL students` writing achievement. It also attempts to explore associations between foreign language apprehension, writing achievement and writing strategies. The primary aims of the study were to explore the relationship between writing strategies that EFL university students employ and writing apprehension, relationship between writing strategies use and stud...

  9. Exploring the impact of different task-based language teaching scaffolding approaches in Wikispaces collaborative writing

    OpenAIRE

    Huang, Shu-Ling; ???

    2012-01-01

    Task-based Language Teaching is the process of experiential learning. Learners’ active involvement is central to this approach, i.e. Learning by Doing (Nunan, 2004). Technology is able to provide individual remedial/tutorial assistance, allow differentiation, offer enriched content, enhance motivation and encourage involvement (Branden, 2006). With technology, students can enjoy more self-learning chances for improving language skills. The implementation of Task-based Language Teaching an...

  10. Your Language or Mine? Or English as a Lingua Franca? Comparing Effectiveness in English as a Lingua Franca and L1-L2 Interactions: Implications for Corporate Language Policies

    Science.gov (United States)

    van Mulken, Margot; Hendriks, Berna

    2015-01-01

    For multinational corporations, the need for efficiency and control has motivated the choice for a corporate language. However, increasing internationalisation has forced corporations to rethink their language policies to cater to the changing demands of the multicultural and multilingual workplace. This paper explores two related issues. First,…

  11. Your Language or Mine? Or English as a Lingua Franca? Comparing Effectiveness in English as a Lingua Franca and L1-L2 Interactions: Implications for Corporate Language Policies

    Science.gov (United States)

    van Mulken, Margot; Hendriks, Berna

    2015-01-01

    For multinational corporations, the need for efficiency and control has motivated the choice for a corporate language. However, increasing internationalisation has forced corporations to rethink their language policies to cater to the changing demands of the multicultural and multilingual workplace. This paper explores two related issues. First,…

  12. L1 and L2 Distance Effects in Learning L3 Dutch

    Science.gov (United States)

    Schepens, Job J.; der Slik, Frans; Hout, Roeland

    2016-01-01

    Many people speak more than two languages. How do languages acquired earlier affect the learnability of additional languages? We show that linguistic distances between speakers' first (L1) and second (L2) languages and their third (L3) language play a role. Larger distances from the L1 to the L3 and from the L2 to the L3 correlate with lower…

  13. Developing Language and Writing Skills of Deaf and Hard of Hearing Students: A Simultaneous Approach

    Science.gov (United States)

    Dostal, Hannah M.; Wolbers, Kimberly A.

    2014-01-01

    In school, deaf and hard of hearing students (d/hh) are often exposed to American Sign Language (ASL) while also developing literacy skills in English. ASL does not have a written form, but is a fully accessible language to the d/hh through which it is possible to mediate understanding, draw on prior experiences, and engage critical thinking and…

  14. Evaluating the Role of Writing in the First and Second Year University Foreign Language Curriculum

    Science.gov (United States)

    Hubert, Michael D.

    2014-01-01

    Approaches to foreign language (FL) instruction have changed a great deal in the past fifty years, the most fundamental change being the shift from a focus solely on language form to a focus on communicative competence (CC). Although most FL instructors now appear to focus on CC in the teaching of speaking, they do not necessarily apply CC to…

  15. Facebook, Writing and Language Learner Variables at a Large Metropolitan Community College

    Science.gov (United States)

    Dixon, Gregory A.

    2012-01-01

    This study gathered information on student engagement with Facebook, and described non-native English speakers' (NNS) expectations and experience. This also assessed the relationship this technology has with writing efficacy and compared NNS and native English speakers (NS) groups. Demographic data were collected and means were compared to…

  16. The Language of Sustainability: From Basic Writing Classroom to Professional Discourse

    DEFF Research Database (Denmark)

    Karatsolis, Andreas; Papadopoulos, Pantelis M.

    Understanding and describing professional practice, especially in Engineering and the Sciences,  has always been at the heart of research in Professional Communication. Several significant field  research projects have showed us that content knowledge alone is not sufficient to claim disciplinary expertise; a rhetorical understanding of the discipline and its ways of thinking is essential in achieving full participation in the field. Most professionals would expect that such a sophisticated approach can only be learned through on-the-job training or opportunities to interact with practitioners within authentic disciplinary contexts. Although this can certainly be the case in many instances, we argue that a rhetorical understanding can be enacted even within a freshman writing classroom. The results of our content and rhetorical analyses of student work from the beginning and the end of a course on academic writing with the theme of sustainability show that students were able in one semester to write in discipline-appropriate ways and understand the rhetorical strategies necessary to become part of a disciplinary conversation.  The implications of our findings can extend into the way we design courses in basic writing or professional communication and the ways we can use pre-assessment data to drive our course design decisions. 

  17. Unconventional Internet Genres and Their Impact on Second Language Undergraduate Students' Writing Process

    Science.gov (United States)

    Radia, Pavlina; Stapleton, Paul

    2008-01-01

    The Web has become a vast and appealing source of information for undergraduate students writing academic papers. While some online resources are comparable in quality to the materials housed in a library, newly accessible, Web-specific genres, such as interest groups, often undermine traditional expectations of scholarly authority, rigor, and…

  18. Marble-a-Maze: An Amazing Extension into Language Arts and Writing.

    Science.gov (United States)

    Fitzgerald, Mike

    2003-01-01

    This activity to meet the basic literacy goals of sixth-grade students shows how to incorporate language arts into the classroom while introducing the principles of technology. Includes a design brief with evaluation rubric. (JOW)

  19. Paper Partners: A Peer-Led Talk-Aloud Academic Writing Program for Students Whose First Language of Academic Study Is Not English

    Science.gov (United States)

    Vechter, Andrea; Brierley, Christopher

    2009-01-01

    This article examines the Paper Partners program at Ryerson University, Toronto. This peer-mentoring program was developed to support the academic writing skills of students whose first language of academic study was not English. The program integrated a team of student-facilitators, a talk-aloud co-editing process, and a reflective feedback…

  20. The Impact of a Training Program Based on Pedagogical Knowledge on Improving the Speaking and Writing Skills Teaching Practices of Female English Language Teachers

    Science.gov (United States)

    Weshah, Hani A.; Tomok, Tamara N.

    2011-01-01

    This study investigated the impact of a training program based on pedagogical knowledge on improving the speaking and writing skills teaching practices of female English language teachers. The participants consisted of 30 teachers: 10 as an experimental group and 20 as a control group. To answer the study questions, the researchers developed a…

  1. Alienation, language and freedom. A note on Bildung in Hegel's writings

    OpenAIRE

    Asger Sørensen

    2012-01-01

    The concept of Bildung occupies a central place in the work of Hegel. In the Phenomenology of Spirit from 1807 it is clear that Bildung has a general meaning, which transcends educational contexts. Soon after the publication of the Phenomenology, however, Hegel became the rector of the humanistic Gymnasium in Nürnberg, and this position he kept until 1816. From this period we have some less well known writings, which explicitly discuss Bildung and relate it to educational use. These texts wer...

  2. Supporting the Development of Autonomous Learning Skills in Reading and Writing in an Independent Language Learning Centre

    Directory of Open Access Journals (Sweden)

    Hazel L. W. Chiu

    2012-09-01

    Full Text Available This article draws on observations, examples and findings from previous action research and teaching experiences gathered in an independent language learning centre in a university in Hong Kong to explore strategies for supporting independent learning. The learning centre offers one-to-one and small-group learning sessions to support the development of independent learning skills in various areas. This discussion will explore particularly the focuses of reading and writing skills development. These learner-centred support sessions aim to develop awareness of different types of learning strategies to suit individual learning needs, and cultivate interest and ability for continuous self-learning. The benefits of a semi-structured scaffolding format with attention to individual learning differences and supported by technology will be highlighted.

  3. Relationship among Iranian EFL Learners’ Self-efficacy in Writing, Attitude towards Writing, Writing Apprehension and Writing Performance

    OpenAIRE

    Hoda Sarkhoush

    2013-01-01

    The main trust of the present study was to investigate whether writing performance in students of English as a foreign language (EFL) was related to self-efficacy in writing, writing apprehension,  and attitude towards writing. Fifty IELTS students (30 females and 20 males) studying IELTS Writing participated in this study. In order to collect data, three instruments were used which were a writing apprehension test (WAT), a self-efficacy in writing scale (SWS), and a questionnaire on att...

  4. Atribuição de significado à escrita, por crianças surdas usuárias de língua de sinais / Meaning assignment to writing by deaf children who are users of sign language

    Scientific Electronic Library Online (English)

    Tânia dos Santos Alvarez da, Silva; Maria Augusta, Bolsanello.

    Full Text Available O artigo identifica orientações distintas presentes nas proposições metodológicas de ensino da escrita para surdos usuários de língua de sinais, assumidas na educação bilíngue. Assim, apresenta duas formas de interpretação e encaminhamento de proposições metodológicas de orientação bilíngue, em rela [...] ção ao ensino da escrita pelo surdo. O primeiro grupo de autores defende que o surdo deve aprender o português escrito tendo a língua de sinais como língua base. O segundo grupo, fundamentado em pesquisas da neuropsicologia cognitiva, defende que a escrita dos sinais, que deve ser a primeira língua escrita de aprendizes surdos sinalizadores. Conclui-se que as duas orientações sobre as possíveis relações entre o surdo e a escrita não devem ser tomadas como posições excludentes. Pelo contrário, sugere-se que a escrita dos sinais, enquanto um sistema simbólico repleto de significados, constitui-se como ferramenta eficiente para maximizar o desenvolvimento das funções psicológicas superiores dos aprendizes surdos, bem como para fornecer meios de aproximação com o sistema de escrita alfabética. Abstract in english This article identifies distinct guidelines on methodological propositions of the writing teaching for deaf users of sign language, which are assumed in bilingual education. So, it presents two forms of interpretation and routing of methodological propositions of bilingual orientation, in relation t [...] o the writing teaching by the deaf. The first group of authors defends that the deaf must learn written Portuguese having sign language as the base language. The second group, based on researches about cognitive neuropsychology, defends that SignWriting must be the first written language of deaf sign apprentices. We concluded that both orientations about the possible relations between the deaf and writing mustn't be taken as excluding positions. On the contrary, it is suggested that SignWriting, as a symbolic system full of meanings, is an efficient tool to maximize the development of higher psychological functions of the deaf apprentices, as well as to provide means of approximation with the system of alphabetic writing.

  5. Investigation of Writing Strategies, Writing Apprehension, and Writing Achievement among Saudi EFL-Major Students

    Science.gov (United States)

    Al Asmari, AbdulRahman

    2013-01-01

    The tenet of this study is to investigate the use of writing strategies in reducing writing apprehension and uncovering its effect on EFL students' writing achievement. It also attempts to explore associations between foreign language apprehension, writing achievement and writing strategies. The primary aims of the study were to explore the…

  6. Raising Learners' Awareness through L1-L2 Teacher Collaboration

    Science.gov (United States)

    Gunning, Pamela; White, Joanna; Busque, Christine

    2016-01-01

    There is considerable interest in teacher collaboration across mother tongue and second language curricula. However, cross-curricular collaboration in reading strategy instruction has seldom been investigated. We report a two-year study involving collaboration between the French first language (L1) and English second language (L2) teachers in an…

  7. The Use Of First Language In Limited English Proficiency Classes: Good, Bad Or Ugly?

    Directory of Open Access Journals (Sweden)

    Siti Hamin Stapa

    2006-01-01

    Full Text Available There has been an ongoing debate among language teachers on whether to use students’ first language (L1 in second language (L2 teaching. Nevertheless, the use of L1 in L2 teaching has been advocated with grounded theory as far as it merits the situation. This research article aims to investigate the effectiveness of the use of L1 to generate ideas for second language writing among low proficiency ESL learners. The study employed the experimental research design where students in the experimental group used Bahasa Melayu in generating ideas before they resumed writing their essays in English. Students in the control group used English. Two independent raters graded the essays and the scores were analysed using the paired t-test. The findings showed a marked improvement in the writing performance of students who used their first language to generate ideas before using their second language for writing. Based on the findings, we recommend that teachers encourage the use of first language before writing or composing in English especially among low-level proficiency ESL learners.

  8. Phonological Awareness and Oral Language Proficiency in Learning to Read English among Chinese Kindergarten Children in Hong Kong

    Science.gov (United States)

    Yeung, Susanna S.; Chan, Carol K. K.

    2013-01-01

    Background: Learning to read is very challenging for Hong Kong children who learn English as a second language (ESL), as they must acquire two very different writing systems, beginning at the age of three. Few studies have examined the role of phonological awareness at the subsyllabic levels, oral language proficiency, and L1 tone awareness in L2…

  9. A Pedagogical Perspective on Promoting English as a Foreign Language Writing through Online Forum Discussions

    Science.gov (United States)

    Jayaron, Jose; Abidin, Mohammed Jafre Zainol

    2016-01-01

    Use of educational technologies has become increasingly significant in the field of English Language Learning. Both the teachers and students are dependent on Information and Communication Technology (ICT) and its different tools for teaching and learning in particular, and socialization in general. The scope and significance of the study on the…

  10. Language Development for the Deaf and Hard of Hearing Using "Step Up to Writing"

    Science.gov (United States)

    Russell, Leanne

    2010-01-01

    Deaf and Hard of Hearing (D/HH) students often do not graduate with their same age peers, continue on to college, have satisfying social and emotional relationships, or achieve gainful employment as adults due to their delays in language and communication skills (Antia, Stinson, & Gaustad, 2002; Siegel, 2002a). The purpose of this study is to…

  11. Rocking Your Writing Program: Integration of Visual Art, Language Arts, & Science

    Science.gov (United States)

    Poldberg, Monique M.,; Trainin, Guy; Andrzejczak, Nancy

    2013-01-01

    This paper explores the integration of art, literacy and science in a second grade classroom, showing how an integrative approach has a positive and lasting influence on student achievement in art, literacy, and science. Ways in which art, science, language arts, and cognition intersect are reviewed. Sample artifacts are presented along with their…

  12. Enhancing Writing Skills through Blogging in an Advanced English as a Foreign Language Class in Spain

    Science.gov (United States)

    Vurdien, Ruby

    2013-01-01

    Today Web 2.0 technologies, including blogs, are presenting both teachers and learners with new horizons in the field of language teaching and learning. A blog is an online journal which can be continuously updated by its users [Matheson, D. (2004). Weblogs and the epistemology of the news: Some trends in online journalism. "New Media & Society,…

  13. Understanding the Conceptual and Language Challenges Encountered by Grade 4 Students When Writing Scientific Explanations

    Science.gov (United States)

    Seah, Lay Hoon

    2015-03-01

    This study is an attempt to examine the use of linguistic resources by primary science students so as to understand the conceptual and language demands encountered by them when constructing written explanations. The students' written explanations and the instructional language (whole-class discussion and textbook) employed over the topic, the life cycle of plants, in four grade 4 classrooms (age 10) taught by three teachers constitute the data for this study. Students' written explanations were subjected to a combination of content and linguistic analysis. The linguistic analysis was conducted using selected analytical tools from the systemic functional linguistics framework. A diversity of linguistic resources and meanings were identified from the students' explanations, which reveal the extent to which the students were able to employ linguistic resources to construct written scientific explanations and the challenges involved. Both content and linguistic analyses also illuminate patterns of language use that are significant for realising scientific meanings. Finally, a comparison is made in the use of linguistic resources between the students' explanations and the instructional language to highlight possible links. This comparison reveals that the teachers' expectations of the students' written explanations were seldom reflected in their oral questioning or made explicit during the instruction. The findings of this study suggest that a focus on conceptual development is not sufficient in itself to foster students' ability to construct explanations. Pedagogical implications involving the support needed by primary students to construct scientific explanations are discussed.

  14. Bilingualism, Writing, and Metalinguistic Awareness: Oral-Literate Interactions between First and Second Languages.

    Science.gov (United States)

    Francis, Norbert

    1999-01-01

    Reports on a study of the development of literacy, bilingualism, and metalinguistic awareness. Subjects were speakers of Spanish and Nahuatl from Central Mexico. Assessments of metalinguistic awareness related to different aspects of the children's consciousness of the languages they spoke or understood were compared to a series of assessments of…

  15. A Function-First Approach to Identifying Formulaic Language in Academic Writing

    Science.gov (United States)

    Durrant, Philip; Mathews-Aydinli, Julie

    2011-01-01

    There is currently much interest in creating pedagogically-oriented descriptions of formulaic language. Research in this area has typically taken what we call a "form-first" approach, in which formulas are identified as the most frequent recurrent forms in a relevant corpus. While this research continues to yield valuable results, the present…

  16. Contribution of L1 in EFL Teaching

    Directory of Open Access Journals (Sweden)

    Wahjuningsih Usadiati

    2009-01-01

    Full Text Available This study is conducted in a classroom action research to improve the students’ achievement in writing English sentences in Present Perfect Tense in Structure 1 lessons. The subject consisted of 20 Semester II students who took Structure I lessons in English Education Department of Palangka Raya University, Central Kalimantan, Indonesia. The data were taken from the results of pre test and post test after the action was done. The results show that in cycle 1, in which the explanations were fully in English, only 40% of the students got a good achievement; 5-7 out of 20 test items were correct. After cycle 2 was done using L1 interchangeably with English in the explanations, the students’ achievement of writing English sentences in Present Perfect Tense increased to 75%, in which 15-18 out 20 test items were correct.

  17. Alienation, language and freedom. A note on Bildung in Hegel's writings

    Directory of Open Access Journals (Sweden)

    Asger Sørensen

    2012-03-01

    Full Text Available The concept of Bildung occupies a central place in the work of Hegel. In the Phenomenology of Spirit from 1807 it is clear that Bildung has a general meaning, which transcends educational contexts. Soon after the publication of the Phenomenology, however, Hegel became the rector of the humanistic Gymnasium in Nürnberg, and this position he kept until 1816. From this period we have some less well known writings, which explicitly discuss Bildung and relate it to educational use. These texts were written at the hight of his philosophical maturity from, when he was working on The Science of Logic and the Encyclopedia, and they therefore deserve being taken seriously. When all these sources are brought together, however, an idea of Bildung often associated with Hegel, namely that Bildung is the result of productive work, seems to be mistaken. I first give a brief account of the general argument, secondly add some details from the Phenomenology to support the argument, and finally conclude with a few general remarks.

  18. Toward a Theory of Adaptive Transfer: Expanding Disciplinary Discussions of "Transfer" in Second-Language Writing and Composition Studies

    Science.gov (United States)

    DePalma, Michael-John; Ringer, Jeffrey M.

    2011-01-01

    In this paper, we argue that discussions of transfer in L2 writing and composition studies have focused primarily on the reuse of past learning and thus have not adequately accounted for the adaptation of learned writing knowledge in unfamiliar situations. In an effort to expand disciplinary discussions of transfer in L2 writing and composition…

  19. Learning a Second Language Naturally the Voice Movement Icon Approach

    OpenAIRE

    Manuela Macedonia

    2013-01-01

    Second language (L2) instruction greatly differs from natural input during native language (L1) acquisition.Whereas a child collects sensorimotor experience while learning novel words, L2 employs primarily reading,writing and listening and comprehension. We describe an alternative proposal that integrates the body into thelearning process: the Voice Movement Icon (VMI) approach. A VMI consists of a word that is read and spokenin L2 and synchronously paired with an action or a gesture. A VMI i...

  20. A Comparative Study on Error Analysis : Belgian (L1) and Danish (L1) learners’ use of Chinese (L2) comparative sentences in written production

    DEFF Research Database (Denmark)

    Wu, Xiaoli; Zhang, Chun

    Title: A Comparative Study on Error Analysis Subtitle: - Belgian (L1) and Danish (L1) learners’ use of Chinese (L2) comparative sentences in written production Xiaoli Wu, Chun Zhang Abstract: Making errors is an inevitable and necessary part of learning. The collection, classification and analysis of errors in the written and spoken production of L2 learners has a long tradition in L2 pedagogy. Yet, in teaching and learning Chinese as a foreign language (CFL), only handful studies have been made either to define the ‘error’ in a pedagogically insightful way or to empirically investigate the occurrence of errors either in linguistic or pedagogical terms. The purpose of the current study is to demonstrate the theoretical and practical relevance of error analysis approach in CFL by investigating two cases - (1) Belgian (L1) learners’ use of Chinese (L2) comparative sentences in written production; (2) Danish (L1) learners’ use of Chinese (L2) comparative sentences in written production. The two casestudies were conducted at two universities of two countries: University of Leuven (LU), Belgium, and University of Aarhus (AU), Denmark during the academic year 2014/2015. There were altogether 87 students (N= 54 students from LU; and N= 33 students from AU) participating in the studies, among them 44 are 2nd-year students (n=28 from LU and n=16 from AU) and 43 3rd-year students (n=26 from LU and n=17 from AU). Students’ writing samples were first collected and the errors on the use of comparative sentences were then identified and described. The study results from the two case studies reveal that the use of ‘b? - ?’ has a very high error rate regardless of task types, proficiency level and learners’ first languages. After analyzing all the learner errors, a categorization framework of the grammatical errors with using comparative sentences is developed, which include comparative item-related errors, comparative result-related errors and blend errors. The results further indicate that these errors could attribute to negative L1 transfer and overgeneralization of grammatical rule and structures. Finally, pedagogical implication of CFL is discussed and future research is suggested. Keywords: error analysis, comparative sentences, comparative structure ‘‘b? - ?’, Chinese as a foreign language (CFL), written production

  1. Phraseology and Frequency of Occurrence on the Web: Native Speakers' Perceptions of Google-Informed Second Language Writing

    Science.gov (United States)

    Geluso, Joe

    2013-01-01

    Usage-based theories of language learning suggest that native speakers of a language are acutely aware of formulaic language due in large part to frequency effects. Corpora and data-driven learning can offer useful insights into frequent patterns of naturally occurring language to second/foreign language learners who, unlike native speakers, are…

  2. Exploring a New Technique for Comparing Bilinguals' L1 and L2 Reading Speed

    Science.gov (United States)

    Gauvin, Hanna S.; Hulstijn, Jan H.

    2010-01-01

    Is it possible to tell whether bilinguals are able to read simple text in their two languages equally fluently? Is it thus possible to distinguish balanced bilinguals from unbalanced bilinguals with respect to reading fluency in their first language (L1) and second language (L2)? In this study, we avoided making direct comparisons between L1 and…

  3. HOW DO WE LEARN ANOTHER LANGUAGE?

    Directory of Open Access Journals (Sweden)

    Arun Behera

    2012-07-01

    Full Text Available Language is a system of arbitrary vocal symbols used by a social group. It may be either spoken or written. Every human being uses a language to communicate to other members of the society (she is a part of. While we acquire our mother tongues (L1, we learn the other language(s. Linguists talk of several approaches to language learning process, more prominent approaches being grammar-translation, direct, audio-lingual and contrastive analysis. Similarly, four of the major skills such as listening, speaking, reading and writing (LSRW are also involved in language learning process. Our learning an additional language enriches and helps us build a communication rapport with a larger society or social group.

  4. MATERIAL, EDUCATIONAL, AND IDEOLOGICAL CHALLENGES OF TEACHING EFL WRITING AT THE TURN OF THE CENTURY

    Directory of Open Access Journals (Sweden)

    Ilona Leki

    2001-12-01

    Full Text Available A great deal of literature on teaching English writing focuses primarily on English dominant contexts. The particular situation of writing instruction in non-English dominant countries has received insufficient attention, especially in light of some of the claims for the role of writing coming from the "center" countries. English language teachers, particularly those teaching in non-English dominant countries, who give substantial attention in their courses to teaching writing in English face a number of challenges. This article discusses two main categories of challenges. In the first group are challenges writing teachers face daily, such as class size, time constraints, accommodating local needs, and coping with problems connected to lack of both teacher experience in teaching L2 writing and student training in L1 writing. In the second group are challenges of a more ideological nature that are perhaps less obvious but more powerful and far-reaching, including the need to justify the large investment required on the part of institutions and individuals in order to teach L2 writing, the right to resist center imposed materials and methods, the need for dialogue with students about the role of writing in their lives, and the need to make L2 writing enhance learner options rather than limit them so that for learners, writing in L2 becomes not a pointless additional burden but a powerful means of accomplishing personal goals.

  5. Some issues for the teaching of writing

    OpenAIRE

    Lombana Claudia Helena

    2009-01-01

    In this article the definition of writing as a means and as an end is analyzed in order to raise some concerns about the teaching of writing at different schools in general. From this definition I question other important issues that ultimately affect our students¿ writing production. These have to deal with the use of writing in the mother language, writing activities in the textbooks, the realistic nature of the writing tasks, the other language skills input, and the production of texts. Th...

  6. Learners’ L1 Use in a Task-based Classroom

    DEFF Research Database (Denmark)

    Bao, Rui; Du, Xiangyun

    2015-01-01

    with only a very small amount oc- curring for off-task talk across tasks. L1 use mainly occurred in learners’ efforts to mediate completion of the tasks. The findings highlight the role of L1 in foreign language learning and suggest that L1 use is associated with a number of factors, such as task types......’ extensive L1 use and off-task talk. Informed by sociocultural theory, this study explored the extent to which L1s and their func- tions were used when performing tasks. The subjects were beginner-level lower-secondary school learners of Chinese. The data shows that learners have a high amount of L1 use, but...

  7. WRITING ANXIETIES OF PEOPLE WHO LEARN TURKISH AS A FOREIGN LANGUAGE/TÜRKÇEY? YABANCI D?L OLARAK Ö?RENENLER?N YAZMA KAYGILARI

    Directory of Open Access Journals (Sweden)

    Sedat MADEN

    2015-06-01

    Full Text Available The Latin proverb “verba volant scripta manent” meaning “spoken words fly away, written words remain” best shows the importance of writing skill which is one of the basic language skills. When it comes to writing skills of foreign students, making plans in target language in regards to this skill and develop a habit of writing are more difficult and exhausting compared to those for native speakers of a language. The aim of the study is to investigate writing anxieties of foreign students in Turkish universities according to such variables; “their gender, nationality, academic department, other foreign language they speak, their aim of learning Turkish, their level of Turkish and their reading habits and to explore whether there are any significant differences between the students’ writing anxieties with respect to these variables. For the study, 172 foreign students who study in different departments of Giresun University in 2014-2015 education year participated. The study is a survey type research study. The data was gathered through “Writing Anxiety Scale” which was created by the researchers in order to determine writing anxieties of foreign students. It was found that foreign students usually felt anxiety about writing in Turkish and their level of anxiety differentiated according to such variables; nationality, alphabet of their native language and their reading habits. Temel dil becerilerinden birisi olan yazma becerisinin önemini “Söz uçar, yaz? kal?r.” atasözü en güzel ?ekilde ifade etmektedir. Yabanc? uyruklu ö?rencilere yazma becerisi kazand?rma söz konusu oldu?unda, bu becerinin hedef dilde planlanmas? ve al??kanl?k hâline dönü?türülmesi zahmetli ve zor olmaktad?r. Bu çal??man?n amac?, ülkemizde ö?renim gören yabanc? uyruklu üniversite ö?rencilerinin yazma kayg?lar?n? cinsiyet, uyruk, ö?renim gördü?ü fakülte/yüksekokul, bildi?i di?er yabanc? diller, Türkçeyi ö?renme amac?, Türkçe düzeyi, okuma al??kanl??? gibi de?i?kenler ?????nda ele almak ve bu de?i?kenler aç?s?ndan ö?rencilerin yazma kayg?lar? aras?nda anlaml? fark olup olmad???n? tespit etmektir. Ara?t?rma, 2014-2015 e?itim-ö?retim y?l?nda Giresun Üniversitesinin de?i?ik bölümlerinde ö?renim gören 172 yabanc? uyruklu ö?renci üzerinde yap?lm??t?r. Çal??ma, tarama modeliyle gerçekle?tirilmi?tir. Verilerin elde edilmesinde ara?t?rmac?lar taraf?ndan yabanc? uyruklu ö?rencilerin yazma kayg?lar?n?n tespitine yönelik geli?tirilen “Yazma Kayg?s? Ölçe?i” kullan?lm??t?r. Yabanc? uyruklu ö?rencilerin Türkçe yazarken ço?unlukla kayg?land?klar?, kayg? düzeylerinin uyruk, alfabe fark?, okuma al??kanl??? gibi etkenlere ba?l? olarak farkl?la?t??? tespit edilmi?tir.

  8. Immediate Web-Based Essay Critiquing System Feedback and Teacher Follow-Up Feedback on Young Second Language Learners' Writings: An Experimental Study in a Hong Kong Secondary School

    Science.gov (United States)

    Lee, Cynthia; Cheung, William Kwok Wai; Wong, Kelvin Chi Kuen; Lee, Fion Sau Ling

    2013-01-01

    This article is an effort to add to computer-assisted language learning by extending a study on an essay critiquing system (ECS) feedback to secondary school language learners' writing. The study compared two groups of participants' performance, namely the treatment group which received both the system feedback and teacher feedback (i.e., blended…

  9. Quantifying the Quality Difference between L1 and L2 Essays: A Rating Procedure with Bilingual Raters and L1 and L2 Benchmark Essays

    Science.gov (United States)

    Tillema, Marion; van den Bergh, Huub; Rijlaarsdam, Gert; Sanders, Ted

    2013-01-01

    It is the consensus that, as a result of the extra constraints placed on working memory, texts written in a second language (L2) are usually of lower quality than texts written in the first language (L1) by the same writer. However, no method is currently available for quantifying the quality difference between L1 and L2 texts. In the present…

  10. The L2 Acquisition of Spanish Rhotics by L1 English Speakers: The Effect of L1 Articulatory Routines and Phonetic Context for Allophonic Variation

    Science.gov (United States)

    Olsen, Michael K.

    2012-01-01

    This article offers a fine-grained investigation of how first-language (L1) phonetics involving English rhotics affect Spanish rhotic production by second-language (L2) learners. Specifically, this study investigates how different L1 English rhotic articulatory routines (retroflex-like and bunched-like) and the phonetic context that produces…

  11. Quantifying the Quality Difference between L1 and L2 Essays: A Rating Procedure with Bilingual Raters and L1 and L2 Benchmark Essays

    Science.gov (United States)

    Tillema, Marion; van den Bergh, Huub; Rijlaarsdam, Gert; Sanders, Ted

    2013-01-01

    It is the consensus that, as a result of the extra constraints placed on working memory, texts written in a second language (L2) are usually of lower quality than texts written in the first language (L1) by the same writer. However, no method is currently available for quantifying the quality difference between L1 and L2 texts. In the present…

  12. Incidental Vocabulary Learning and Recall by Intermediate Foreign Language Students: The Influence of Marginal Glosses, Dictionary Use, and Summary Writing

    Science.gov (United States)

    Ghabanchi, Zargham; Ayoubi, Elham Sadat

    2012-01-01

    This study is an attempt to compare the effect of four reading conditions on incidental vocabulary learning and recall of intermediate EFL learners. A sample population of 120 Iranian intermediate students read two short passages in one of four reading conditions: 1) L1 Marginal Glosses (MG1--provision of L1 translations of unknown words), 2) L2…

  13. The Effects of Language of Instruction on the Reading and Writing Achievement of First-Grade Hispanic Children.

    Science.gov (United States)

    Carlisle, Joanne F.; Beeman, Margaret M.

    2000-01-01

    Finds that (1) children taught in Spanish did not differ from those taught in English on English reading and writing but were significantly stronger on Spanish reading and writing; (2) being taught literacy in Spanish contributed to performance in Spanish reading comprehension; but (3) being taught in English did not have the same positive effect…

  14. Word Reduction Editing in Second-Language Scientific Writing by East Asian and South Asian Chemistry Graduate Students

    Science.gov (United States)

    Churchill, David G.

    2006-01-01

    A recursive scientific writing project was undertaken in a second-year, graduate-level course to teach students who were non-native English speakers to write scientific communications clearly and concisely in English. The instructor returned students' brief texts with editorial revisions marked to show how increased clarity may be achieved through…

  15. The L1 transportation node

    Science.gov (United States)

    Lemke, Norbert M. K.

    1992-08-01

    A concept of a transportation node positioned at L1 Lagrange point of the earth-moon system is proposed. The L1 equally gravitates towards the earth and the moon and is definitely fixed between them. Topics discussed include the transporation mode elements; the preliminary design; a mass model; an operational model that takes into account the development, construction, and operation of a spaceport; and estimated costs.

  16. Development of phonological awareness in English-Mandarin bilinguals: a comparison of English-L1 and Mandarin-L1 kindergarten children.

    Science.gov (United States)

    Yeong, Stephanie H M; Rickard Liow, Susan J

    2012-06-01

    Phoneme awareness is critical for literacy acquisition in English, but relatively little is known about the early development of phonological awareness in ESL (English as a second language) bilinguals when their two languages have different phonological structures. Using parallel tasks in English and Mandarin, we tracked the development of L1 (first language) and L2 (second language) syllable and phoneme awareness longitudinally in English-L1 and Mandarin-L1 prereaders (n=70, 4- and 5-year-olds) across three 6-month intervals. In English, the English-L1 children's performance was better in phoneme awareness at all three time points, but the Mandarin-L1 children's syllable awareness was equivalent to the English-L1 children's syllable awareness by Time 3. In Mandarin, the English-L1 children's phoneme awareness, but not their syllable awareness, was also significantly better than that of the Mandarin-L1 children at all three time points. Cross-lagged correlations revealed that only the English-L1 children applied their L1 syllable and phoneme awareness to their L2 (Mandarin) processing by Time 2 and that the Mandarin-L1 children seemed to require exposure to English (L2) before they developed phoneme awareness in either language. The data provide further evidence that phonological awareness is a language-general ability but that cross-language application depends on the similarity between the phonological structures of a child's L1 and L2. Implications for classroom teaching are briefly discussed. PMID:22382048

  17. Exploring a Sociocultural Approach to Writing Strategy Research: Mediated Actions in Writing Activities

    Science.gov (United States)

    Lei, Xiao

    2008-01-01

    In contrast to the traditional cognitive view of writing strategies, this study explores English as a foreign language (EFL) learners' writing strategy use within the Activity Theory framework, adding to the growing body of writing strategy research and sociocultural research on writing and second language acquisition (SLA). Drawing on data…

  18. Writing Music Therapy

    OpenAIRE

    Mary Helena Rykov

    2011-01-01

    Communicating about music therapy is problematic because discursive language fails to convey the nonverbal, embodied essence of experience. I explore the emergence of this problem in the music therapy literature. I discuss the scholarship of phenomenological writing. I provide examples of nondiscursive music therapy writing. I introduce the genre of poetic inquiry.

    Poetry is the most musical form of language. Poetry and music, linked throughout history, share many ...

  19. Uniqueness and Overlap: Characteristics and Longitudinal Correlates of Native Chinese Children’s Writing in English as a Foreign Language

    OpenAIRE

    Zhang, Juan; McBride-Chang, Catherine; Wagner, Richard K.; Chan, Shingfong

    2013-01-01

    Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors...

  20. Self-expressions, Socialization and Learning in Dialogue Journals: Features of Beginner Writers in Second Language Writing

    OpenAIRE

    Mahani Mansor; Latisha Asmaak Shafie; Anis Maesin; Surina Nayan; Nazira Osman

    2011-01-01

    Collaborative learning involves learners working together as a group in maximizing their learning experience and in developing the learners’ sense of belonging to the group. This paper discusses the features of a collaborative writing activity, the dialogue journal, that exist during a writing activity. The features were discussed based on literature and a case study on a group of second-year ESL learners of Universiti Teknologi MARA Perlis, Malaysia. The selections of the students’ dialogue ...

  1. Long-Term Crosslinguistic Transfer of Skills from L1 to L2

    Science.gov (United States)

    Sparks, Richard; Patton, Jon; Ganschow, Leonore; Humbach, Nancy

    2009-01-01

    This study investigated the relationship of first language (L1) skills in elementary school and second language (L2) learning in high school. Students classified as high-, average-, and low-proficiency L2 learners were compared on L1 achievement measures of reading, spelling, vocabulary, phonological awareness, and listening comprehension…

  2. Effects of Age of L2 Acquisition on L1 Event Conceptualization Patterns

    Science.gov (United States)

    Bylund, Emanuel

    2009-01-01

    This study explores the effects that the age of onset (AO) of second language (L2) acquisition exerts on the attrition of first language (L1) event conceptualization patterns. The subjects studied are L1 Spanish-L2 Swedish bilinguals living in Sweden. The specific research questions addressed in the study concern the role of AO in endpoint…

  3. Possibility of Crosslingual Transfer: A Comparative Study of Chinese (L1) and English (L2) Lessons

    Science.gov (United States)

    He, An E.

    2011-01-01

    This article reports a comparative study of first language (L1) Chinese and second language (L2) English lessons in Hong Kong secondary schools. Aiming to explore how to take advantage of L1 academic proficiency for the benefit of L2 development, the study asked how Chinese and English lessons compare in terms of the content knowledge covered and…

  4. L2 Acquisition of Prosodic Properties of Speech Rhythm: Evidence from L1 Mandarin and German Learners of English

    Science.gov (United States)

    Li, Aike; Post, Brechtje

    2014-01-01

    This study examines the development of speech rhythm in second language (L2) learners of typologically different first languages (L1s) at different levels of proficiency. An empirical investigation of durational variation in L2 English productions by L1 Mandarin learners and L1 German learners compared to native control values in English and the…

  5. The Spread of ‘Heavenly Writing’

    Directory of Open Access Journals (Sweden)

    Marina ZORMAN

    2014-06-01

    Full Text Available Cuneiform is the name of various writing systems in use throughout the Middle East from the end of the fourth millennium BCE until the late first century CE. The wedge-shaped writing was used to write ten to fifteen languages from various language families: Sumerian, Elamite, Eblaite, Old Assyrian, Old Babylonian and other Akkadian dialects, Proto-Hattic, Hittite, Luwian, Palaic, Hurrian, Urartian, Ugaritic, Old Persian etc. Over the centuries it evolved from a pictographic to a syllabographic writing system and eventually became an alphabetic script, but most languages used a 'mixed orthography' which combined ideographic and phonetic elements, and required a rebus principle of reading.

  6. Sidestepping Our "Scare Words": Genre as a Possible Bridge between L1 and L2 Compositionists

    Science.gov (United States)

    Costino, Kimberly A.; Hyon, Sunny

    2011-01-01

    In light of the increasing student diversity in U.S. university composition classrooms, there is a strong need for collaboration between L1 and L2 writing specialists. Differences in the lexicons of our two fields, however, as well as the philosophical differences embedded in our word choices, can hinder productive L1-L2 communication. The purpose…

  7. A Systemic-Functional Analysis of English Language Learners' Writing / Uma Análise Sistêmico-Funcional de Redações de Aprendizes da Língua Inglesa

    Scientific Electronic Library Online (English)

    Luciana C. DE, OLIVEIRA.

    2015-06-01

    Full Text Available Este trabalho apresenta uma análise sistêmico-funcional de duas redações originadas do Exame de Redação Analítica da Universidade da Califórnia, escritas por aprendizes da lingua inglesa. A análise mostra as escolhas linguísticas utilizadas nessas duas redações, uma que recebeu uma nota alta e uma q [...] ue recebeu uma nota baixa no exame. O artigo descreve algumas das escolhas gramaticais que são funcionais para a redação expositiva, divididas em três categorias principais: escolhas textuais, interpessoais e ideacionais. Depois dessa breve descrição é apresentada a análise das duas redações em termos desses recursos. O artigo mostra as diferenças entre as redações em termos das escolhas linguísticas usadas pelos dois autores. Algumas conclusões para a prática educacional e recomendações para educadores baseados na análise serão incluídas. Abstract in english This article presents a systemic-functional linguistic analysis of two writing samples of the University of California Analytical Writing Placement (AWP) Examination written by English language learners (ELLs). The analysis shows the linguistic features utilized in the two writing samples, one that [...] received a passing score and one that received a failing score. The article describes some of the grammatical resources which are functional for expository writing, which are divided under three main categories: textual, interpersonal, and ideational resources. Following this brief description is the analysis of both essays in terms of these resources.. The configuration of grammatical features used in the essays make up the detached style of essay 1 and the more personal style of essay 2. These grammatical features include the textual resources of thematic choices and development, clause-combining strategies (connectors), and lexical cohesion; interpersonal resources of interpersonal metaphors of modality; and ideational resources of nominalization and abstractions as ideational metaphors. Implications for educational practice and recommendations for educators based on the analysis are provided.

  8. Don't be afraid of writing

    International Nuclear Information System (INIS)

    This book deals with requirements of good writings, comprehension toward characters of language, understanding of subjects and materials, grasp of structure of writings, and reality of writing. It contains theoretical requirements of good writing such as creativity, clearness, probity, how to understand the right meanings of language by showing standard languages, dialects, foreign languages, loan words, newly coined words, in-words, slangs, jargon. It also introduces subjects, topics, materials, sentences, meaning, structure, type, requirement, length of paragraphs, diaries, letter writings, travel essays, descriptions, and essays.

  9. The Use of Narrative Analysis as a Research and Evaluation Method of Atypical Language: The Case of Deaf Writing

    Science.gov (United States)

    Koutsoubou, M.

    2010-01-01

    The present paper argues the use of "narratives" as the most appropriate evaluation method in cases of atypical language production. Narrative as a genre has an ecological validity that other genres used in language research and evaluation do not have. Narratives develop naturally from very early, they are independent of education and academic…

  10. Conceptualising the Potential Role of L1 in CLIL

    Science.gov (United States)

    Lin, Angel M. Y.

    2015-01-01

    Content and language integrated learning (CLIL) is a rapidly growing area of both research and practice in all parts of the world, especially in Europe and Asia. As a young discipline, CLIL has a good potential of distinguishing itself from monolingual L2 immersion education models by becoming more flexible and balanced about the role of L1 in…

  11. Teaching and Assessing Academic Writing via the Portfolio: Benefits for Learners of English as an Additional Language

    Science.gov (United States)

    Romova, Zina; Andrew, Martin

    2011-01-01

    This paper examines the use of portfolios as pedagogical tools for developing academic writing. In particular, it considers the value of multi-drafting, where learners reflect on the learning of a text type as well as focusing on micro and macro aspects. The paper outlines a situated pedagogical approach, where students come to understand their…

  12. Out of a Writing Conference: Speaking Writing Connection

    OpenAIRE

    Utami Widiati

    1997-01-01

    Abstract: In our TEFL situation, it is simply in the classroom that we expect our students to get the language exposures as much as possible since the language is not used outside the classroom. Therefore, every opportunity in the teaching learning process should be geared towards the students' using the target language.This paper highlights how oral communication skills can be encouraged even in a writing class. With a paradigmatic change in the teaching of writing, teachers do not value onl...

  13. A Closer Look at Interactive Writing

    Science.gov (United States)

    Patterson, Elizabeth; Schaller, Megan; Clemens, Jeannine

    2008-01-01

    Interactive writing is a powerful tool to help students of all ages master writing skills in a purposeful way. During this process, students deepen their understanding of language, conventions of print, and how words work. Interactive writing helps teachers and students collaborate in the construction of text, and meaningful writing is created in…

  14. Reading Skills and Strategies: Assessing Primary School Students’ Awareness in L1 and EFL Strategy Use

    OpenAIRE

    Evdokimos Aivazoglou; Eleni Griva

    2014-01-01

    The present study was designed and conducted with the purpose to assess primary school students’ awareness in GL1 (Greek as first language) and EFL (English as a foreign language) strategy use and investigate the relations between the reported reading strategies use in first (L1) and foreign language (FL).  The sample (455 students attending the fifth and sixth grades of primary schools in Northern Greece) was first categorized into skilled and less skilled L1 and EFL readers through screenin...

  15. Revisiting Plain Language.

    Science.gov (United States)

    Mazur, Beth

    2000-01-01

    Discusses the plain language movement and its origins. Reviews past and current resources related to plain language writing. Examines criticism of the movement while examining past and current plain language literature, with particular attention to the information design field. (SR)

  16. DESCRIPTIVE VERSUS DIALOGIC REFLECTION AND POSITIVE VERSUS NEGATIVE STANCE IN THE REFLECTIVE WRITING OF TURKISH PROSPECTIVE ENGLISH LANGUAGE TEACHERS

    OpenAIRE

    Amanda YEŞİLBURSA

    2011-01-01

    Abstract: While there is a wide body of research that reports the benefits of engaging prospective English Language teachers in reflection during the practicum courses of their teacher education, there are relatively few studies which describe the nature of prospective teachers written reflections on examples of their own teaching during campus-based methodology courses. However, it has been suggested that engaging prospective English Language teachers in reflective practice early on in thei...

  17. "Visual Learning Is the Best Learning--It Lets You Be Creative while Learning": Exploring Ways to Begin Guided Writing in Second Language Learning through the Use of Comics

    Science.gov (United States)

    Rossetto, Marietta; Chiera-Macchia, Antonella

    2011-01-01

    This study investigated the use of comics (Cary, 2004) in a guided writing experience in secondary school Italian language learning. The main focus of the peer group interaction task included the exploration of visual sequencing and visual integration (Bailey, O'Grady-Jones, & McGown, 1995) using image and text to create a comic strip narrative in…

  18. Períodos históricos de la enseñanza de la expresión escrita en lenguas extranjeras Historical periods of the teaching of writing in foreign languages

    Directory of Open Access Journals (Sweden)

    Rafael Forteza Fernández

    2005-12-01

    Full Text Available A partir del uso del método histórico-lógico para el análisis científico, se propone una nueva reperiodización de la historia de la enseñanza-aprendizaje de la expresión escrita en lenguas extranjeras. También, se realiza un breve recorrido por los métodos y enfoques de esta disciplina y las incidencias de éstos en los modos de enseñar-aprender a como escribir.Making use of the historical and logical methods of scientific analysis, the authors propose a new reperiodization of the teaching-learning history of the written expression in foreign languages. A brief account of the methods and approaches of this discipline and their impact on the way to teach and learn how to write is also made.

  19. The influence of instructional support and teaching practices on first raders reading and writing. A comparative study in whole language and phonics classes.

    Directory of Open Access Journals (Sweden)

    Pasa., L.

    2001-01-01

    Full Text Available This study compares first graders’ acquisition of literacy in two different instructional settings. One teacher used a traditional skill-based approach while the other one was identified as a whole language teacher using literature and writing experiences with incidental attention to phonics. During the school year, documentation collection about the pedagogy included questionnaires, field notes of monthly observations of reading and writing lessons, systematic collections of the activities, and analysis of the linguistic structures contained in the texts used for reading lessons in both classrooms. Data collection was conducted longitudinally and involved three tasks: invented spelling, oral reading and reading content recall. Various analyses indicate that both groups of children learnt the graphophonic system and were able to use it for encoding and decoding. Differences between the two groups were in the difficulties encountered in the three tasks. The influence of the way the teacher leads the reading lessons, the activities proposed and the reading supports used on first graders’ difficulties and the strategies used are discussed.

  20. Computer-Based Writing and Paper-Based Writing: A Study of Beginning-Level and Intermediate-Level Chinese Learners' Writing

    Science.gov (United States)

    Kang, Hana

    2011-01-01

    Chinese writing is one of the most difficult challenges for Chinese learners whose first language writing system is alphabetic letters. Chinese teachers have incorporated computer-based writing into their teaching in the attempt to reduce the difficulties of writing in Chinese, with a particular emphasis on composing (as opposed to simply writing…

  1. Relationship among Iranian EFL Learners’ Self-efficacy in Writing, Attitude towards Writing, Writing Apprehension and Writing Performance

    Directory of Open Access Journals (Sweden)

    Hoda Sarkhoush

    2013-09-01

    Full Text Available The main trust of the present study was to investigate whether writing performance in students of English as a foreign language (EFL was related to self-efficacy in writing, writing apprehension,  and attitude towards writing. Fifty IELTS students (30 females and 20 males studying IELTS Writing participated in this study. In order to collect data, three instruments were used which were a writing apprehension test (WAT, a self-efficacy in writing scale (SWS, and a questionnaire on attitude towards writing (WAQ. In order to make the questionnaires more comprehensible, they were adapted to Iranian context. This study conducted in two phases. First, the questionnaires were administered in the fist hour. In the second phase participants were given 45 minutes to write an argumentative essay on a given topic. The compositions were scored according to IELTS Writing Band Descriptive for public version by two raters. The obtained marks were taken to indicate the students’ overall writing performance. The findings of the study suggested that, self-efficacy in writing and writing apprehension was negatively correlated. Moreover there was a positive correlation between self-efficacy and attitude towards writing. Besides, the results showed that self-efficacy and writing performance were positively correlated. The correlation between writing apprehension and attitude towards writing was negative. Finally there was a negative correlation between writing apprehension and writing performance. The results of a three-way ANOVA revealed that those learners with positive attitudes performed significantly better than those with negative attitudes on writing task. In terms of self-efficacy and apprehension levels no significant differences were found.  

  2. Learners’ L1 Use in a Task-based Classroom

    DEFF Research Database (Denmark)

    Bao, Rui; Du, Xiangyun

    2015-01-01

    In the past two decades, strong theoretical and pedagogical arguments have been made advocating for task-based activities in the language-learning context. However, many teachers have been reluctant to in- corporate task-based activities into their teaching practices due to concerns about learners’ extensive L1 use and off-task talk. Informed by sociocultural theory, this study explored the extent to which L1s and their func- tions were used when performing tasks. The subjects were beginner-leve...

  3. The L1 vs. L2 Acquisition of English Interrogation. Working Papers on Bilingualism, No. 15.

    Science.gov (United States)

    Wode, Henning

    Several recent reports on the untutored second language acquisition of English have suggested that the same developmental sequence holds for the acquisition of the interrogative structures irrespective of whether English is acquired as a first language (L1) or a second language (L2). These studies have been conducted within the Klima & Bellugi…

  4. Comparing Hypertext Reading in L1 and L2: The Case of Filipino Adults

    Science.gov (United States)

    Gruspe, Michael Angelo M.; Marinas, Christian Joshua L.; Villasin, Marren Nicole F.; Villanueva, Ariel Josephe Therese R.; Vizconde, Camilla J.

    2015-01-01

    This research probed into the reading experiences of adult readers in their first language (L1) and second language (L2). Qualitative in nature, the investigation focused on twelve (12) adult readers , six (6) males and six (6) females, whose first language is Filipino. Data were gathered through interviews and focus-group discussions. Based on…

  5. Comparing Hypertext Reading in L1 and L2: The Case of Filipino Adults

    Science.gov (United States)

    Gruspe, Michael Angelo M.; Marinas, Christian Joshua L.; Villasin, Marren Nicole F.; Villanueva, Ariel Josephe Therese R.; Vizconde, Camilla J.

    2015-01-01

    This research probed into the reading experiences of adult readers in their first language (L1) and second language (L2). Qualitative in nature, the investigation focused on twelve (12) adult readers , six (6) males and six (6) females, whose first language is Filipino. Data were gathered through interviews and focus-group discussions. Based on…

  6. Applying Quality Function Deployment Approach to Design an English as a Foreign Language Writing Course for Engineering Students

    Directory of Open Access Journals (Sweden)

    S. Abdollahi-Negar

    2008-01-01

    Full Text Available The study attempts to incorporate the Quality Function Deployment (QFD to be integrated strategically in designing and managing a writing course within an English learning system. Understanding the user`s needs in these communities has become the first priority of learning systems for designing, running and managing effective learning services to meet the increasing expectations of the users. To achieve this, the learning system strives to improve their quality of service by applying a wide range of such quality management approaches as QFD. QFD initially stresses on driving continuous improvement of the user-oriented services towards end-user satisfaction.

  7. The Effect of Process Writing Practice on the Writing Quality of Form One Students: A Case Study

    OpenAIRE

    Majid Pour-Mohammadi; Mohamad Jafre Zainol Abidin; Cheong Lai Fong

    2012-01-01

    Teachers who teach English as a second language are committed to develop an understanding and improvement of second language writing as learning to write in the second language is a complicated process. Despite the numerous research on second language writing, the phenomenon of writing is constantly under investigation as teachers want to share the findings of each study which provides knowledge that resonates with their teaching experience. This case study is a report about the effect of pro...

  8. Lenguas extranjeras, escritura y desarrollo: un reto para el profesional de las ciencias médicas Foreign languages, writing and development: a challenge for health professionals

    Directory of Open Access Journals (Sweden)

    Rafael Forteza Fernández

    2004-12-01

    Full Text Available El notable incremento de la colaboración médica cubana en la arena internacional y la revolución en las ciencias informáticas ha generado la necesidad de una reconceptualización de del aprendizaje de la escritura en el estudio de las lenguas extranjeras, el inglés en particular, en la educación médica superior. Se exploran los beneficios que aporta este tipo de competencia al estudiante de lenguas extranjeras y se particulariza cuán necesario es esta habilidad para el profesional de la salud.The growing Cuban health sector collaboration with other countries as well as the revolution in information sciences has brought about the need to reconceptualize the role of learning how to write in foreign languages, English in particular, in Higher Medical Education. The present work explores the general contribution of this type of competence to the learner of foreign languages and gives particular attention to the usefulness of this skill to the health professional.

  9. Teaching Writing

    Science.gov (United States)

    Tomas, Z.; Kostka, I.; Mott-Smith, J. A.

    2013-01-01

    The authors of "Teaching Writing" draw on their years of teaching and their knowledge of theory and research to present major concepts in teaching L2 writing. These concepts encompass how cultural differences affect the writing class, planning instruction, text-based writing, writing strategies, modeling, and responding to student…

  10. Review of the Influence of L1 in L2 Acquisition

    OpenAIRE

    Zhanming WANG

    2014-01-01

    L1 has a significant influence on second language study. However, how L1 influence L2 is very complicated and abstract. But to study the mechanism of how L1 influence L2 is significant because L2 acquisition is making contribution on many fields like education and psychology. L1 is one of the central elements influencing SLA. In this course paper, we are going to overview what linguists have done about L1 and L2 and what approaches and theories they have made.

  11. Pedagogical Implications to Teaching English Writing

    OpenAIRE

    Fushan Sun

    2010-01-01

    English, as an international language, takes such a position in foreign language teaching and learning in China. As we all know that the ultimate purpose of language teaching is to cultivate students’ communicative ability including not only the oral ability, but also the writing ability. However, teaching of English writing is far from satisfactory, and many students still have a great difficulty in writing English composition. They find it hard to express their ideas and feeling freely and ...

  12. Educating Chinese Scientists to Write for International Journals: Addressing the Divide between Science and Technology Education and English Language Teaching

    Science.gov (United States)

    Cargill, Margaret; O'Connor, Patrick; Li, Yongyan

    2012-01-01

    As is the worldwide trend, scientists in China face strong and increasing pressure to publish their research in international peer-reviewed journals written in English. There is an acute need for graduate students to develop the required language skills alongside their scientific expertise, in spite of the distinct division currently existing…

  13. Supporting the Thesis Writing Process of International Research Students through an Ongoing Writing Group

    Science.gov (United States)

    Li, Linda Y.; Vandermensbrugghe, Joelle

    2011-01-01

    Evidence from research suggests writing support is particularly needed for international research students who have to tackle the challenges of thesis writing in English as their second language in Western academic settings. This article reports the development of an ongoing writing group to support the thesis writing process of international…

  14. Exploring Students’ Perceptions of ESL Writing

    OpenAIRE

    Sadiq Abdulwahed Ahmed Ismail

    2011-01-01

    Writing has always been regarded as playing a prominent role in learning a second language. Research within this discipline has mainly focused on the development of writing skill, but in recent years, some researchers have examined students’ perceptions of writing. The purpose of this study was to investigate students’ perceptions about an academic writing course and writing in general. A total of 64 female students from an ESP program participated in the study. The general design of the stud...

  15. The Effect of Writer’s Workshop Approach to Develop Functional Writing Skills of Primary Stage Pre-Service English Language Teachers in Egypt

    OpenAIRE

    Ashraf Atta M. S. Salem

    2013-01-01

    The present study aimed at investigating the effects of using a program based on the writing workshop approach on developing functional writing skills of pre-service teachers of English in Hurgada faculty of Education. For that purpose, the researcher constructed and validated a teaching program based on the writing workshop approach, checklist of the skills and subskills of functional writing skills, and pre-posttest of functional writing skills. The sample of the study was forty students in...

  16. Language

    OpenAIRE

    Everett, Dan; Gross, Philip; Yueh, Linda; Mollett, Amy; Brumley, Cheryl

    2012-01-01

    Professor Dan Everett, linguistic anthropologist and author of Language: The Cultural Tool, tells us how a language spoken by a tribe living deep in the Amazon jungle poses a direct challenge to the widely-held view that language is inherent. Prize-winning poet Philip Gross talks to us about his father’s loss of language and reads from his collections Deep Field and The Water Table. As part of our academic inspiration series we speak to LSE economist and Bloomberg TV broadcaster Linda Yueh ab...

  17. Writing for the web

    CERN Document Server

    Ross, Susannah

    2007-01-01

    Enables you to organize the information on your site to create maximum impactLanguage-centred approach helps you to communicate effectively with usersClear and straightforward explanationsHandy checklists at the end of each section summarize the information Writing for the Web offers simple and effective advice for anyone who has to write copy for a website. It shows you how language works and how to select the right words and arrange them effectively to create a site that users can navigate easily and will visit again.

  18. Extrap L-1 experimental stability

    International Nuclear Information System (INIS)

    In the Extrap scheme a Z-pinch is stabilized by imposing a strongly inhomogeneous octupole magnetic field. This field is generated by four conductor rods, each carrying equal currents Iv antiparallel to the plasma current Ip itself. Theoretically, interchange stability is improved by the magnetic field, as well as long-wavelength kinks due to induced currents in the plasma and in the rods. Short wavelength kinks are, as in the 1-D pinch, stabilized by FLR and viscous-resistive effects. We have performed a set of experiments in the linear Extrap L-1 device (length 40 cm, plasma radius a 2 cm, rod distance 3 cm) in order to determine optimal performance in terms of confined current (5-20 kA) and stability during the discharge length (80 ?s; of the order 100 Alfven times). In this paper we summarize our results from two types of experiments; with and without external axial magnetic field. The results are compared with theory in the final paragraph. (author) 5 figs

  19. KEGG ORTHOLOGY / L1 [KEGG ORTHOLOGY

    Lifescience Database Archive (English)

    Full Text Available ORTHOLOGY: K19260 Entry K19260KO Name L1 Definition major capsid protein L1 Brite Glycosaminogly ... V127_gp7) Reference PMID:23800545 Authors Buck CB, Day ... PM, Trus BL Title The papillomavirus major capsid ...

  20. An Investigation of L2 Learners' Writing Self-Efficacy, Writing Anxiety and Its Causes at Higher Education in Turkey

    Science.gov (United States)

    Kirmizi, Özkan; Kirmizi, Gülin Dagdeviren

    2015-01-01

    The present study aimed at investigating higher education L2 learners in a Turkish context in terms of writing self-efficacy, writing anxiety, and the causes of writing anxiety. The data have been collected through the Second Language Writing Anxiety Inventory (SLWAI), developed by Cheng, (2004), and Causes of Writing Anxiety Inventory (CWAI), and…

  1. L1 and L2 Word Recognotion in Finnish. Examining L1 Effects on L2 Processing of Morphological Complexity and Morphophonological Transparency

    Science.gov (United States)

    Vainio, Seppo; Anneli, Pajunen; Hyona, Jukka

    2014-01-01

    This study investigated the effect of the first language (L1) on the visual word recognition of inflected nouns in second language (L2) Finnish by native Russian and Chinese speakers. Case inflection is common in Russian and in Finnish but nonexistent in Chinese. Several models have been posited to describe L2 morphological processing. The unified…

  2. L1 and L2 Word Recognotion in Finnish. Examining L1 Effects on L2 Processing of Morphological Complexity and Morphophonological Transparency

    Science.gov (United States)

    Vainio, Seppo; Anneli, Pajunen; Hyona, Jukka

    2014-01-01

    This study investigated the effect of the first language (L1) on the visual word recognition of inflected nouns in second language (L2) Finnish by native Russian and Chinese speakers. Case inflection is common in Russian and in Finnish but nonexistent in Chinese. Several models have been posited to describe L2 morphological processing. The unified…

  3. Quels changements linguistiques dans l'attrition de la L1 chez le bilingue tardif (What Linguistic Changes in the Attrition of the L1 in Late Bilinguals)?

    Science.gov (United States)

    Kopke, Barbara

    2001-01-01

    This article reports on a psycholinguistic study of first language attrition in German first generation immigrants. On the basis of the individual variation in performance evidenced by the data, the study claims that first language (L1) attrition in late bilinguals is not only the consequence of a lack of use. A comparison of the performance of…

  4. Development of Phonological Awareness in English-Mandarin Bilinguals: A Comparison of English-L1 and Mandarin-L1 Kindergarten Children

    Science.gov (United States)

    Yeong, Stephanie H. M.; Rickard Liow, Susan J.

    2012-01-01

    Phoneme awareness is critical for literacy acquisition in English, but relatively little is known about the early development of phonological awareness in ESL (English as a second language) bilinguals when their two languages have different phonological structures. Using parallel tasks in English and Mandarin, we tracked the development of L1…

  5. DESCRIPTIVE VERSUS DIALOGIC REFLECTION AND POSITIVE VERSUS NEGATIVE STANCE IN THE REFLECTIVE WRITING OF TURKISH PROSPECTIVE ENGLISH LANGUAGE TEACHERS

    Directory of Open Access Journals (Sweden)

    Amanda YEŞİLBURSA

    2011-10-01

    Full Text Available Abstract: While there is a wide body of research that reports the benefits of engaging prospective English Language teachers in reflection during the practicum courses of their teacher education, there are relatively few studies which describe the nature of prospective teachers written reflections on examples of their own teaching during campus-based methodology courses. However, it has been suggested that engaging prospective English Language teachers in reflective practice early on in their teacher education could be beneficial in helping them to develop their critical thinking skills and to make the most of their future teaching experiences. Thus, the current study was conducted to describe the individual reflective profiles emerging from the analysis of the written reflections of 28 Turkish prospective English Language teachers on a video-recorded microteaching experience carried out as part of a methodology course. A mixed method approach was adopted to this aim. First, qualitative analysis of the written reflections revealed reflective categories showing how the participants reflected on their teaching experience. Second, frequency analysis was used to reveal the distribution of these reflective categories for each participant. The data analysis showed that the individual participants displayed different patterns of reflection in terms of descriptive and dialogic reflection, and positive and negative stance.

  6. "Whatta Ya Tryin' to Write?": Writing as an Interactive Process.

    Science.gov (United States)

    Dyson, Anne Haas; Genishi, Celia

    1982-01-01

    Presents case studies of two first-grade children, examining their writing as a linguistic and social process that involves the child in an exploration of both oral and written language within the social context of the classroom. (HTH)

  7. Algumas considerações sobre a interface entre a Língua Brasileira de Sinais (LIBRAS) e a Língua Portuguesa na construção inicial da escrita pela criança surda / Considerations on the interface between the Brazilian Sign Language (LIBRAS) and Portuguese language in the initial construction of writing of deaf children

    Scientific Electronic Library Online (English)

    Renata Castelo, Peixoto.

    2006-08-01

    Full Text Available O artigo propõe uma reflexão psicolingüística sobre as construções conceituais de crianças surdas no que diz respeito à escrita. O trabalho revela, a partir de um diálogo com as idéias de Emília Ferreiro e Ana Teberosky, que a psicogênese da escrita vivenciada por crianças surdas, que têm a língua d [...] e sinais como primeira língua e língua de instrução, se desenrola de forma diferente ao que é vivido por crianças ouvintes em processo inicial de construção da escrita. As principais especificidades dessa aquisição relacionam-se: a não-fonetização da escrita, a uma intensa exploração dos aspectos viso-espaciais da escrita e ao uso dos parâmetros fonológicos da língua de sinais como elemento regulador e organizador da escrita. Tais peculiaridades exigem, portanto, que a escola e o professor alfabetizador revejam suas concepções sobre o processo de escrita no surdo, pensando em (novas) práticas pedagógicas que considerem a realidade bilíngüe e sua relação não-sonora com a escrita. Abstract in english This paper proposes a psycholinguistic reflection on the conceptual constructions of deaf children in what regards writing. Based on a dialogue with the ideas of Emília Ferreiro and Ana Teberosky, this work reveals that the psychogenesis of writing experienced by deaf children who have sign language [...] as their first and instruction language, occurs in a different way than that of hearing children in the initial process of constructing writing. The main specificities of this acquisition are related to the non-phonetization of writing, to an intense exploration of the visual-spatial aspects of writing and to the usage of the phonologic parameters of sign language as a regulating and organizing element of writing. Such peculiarities thus demand that school and alphabetizing teachers revise their conceptions on the process of writing of the deaf, thinking of (new) pedagogical practices that take into account the bilingual reality and its soundless relationship to writing.

  8. Linguagem escrita e relações estéticas: algumas considerações / Considerations on language writing and aesthetic relations / Lenguaje escrito y relaciones estéticas: algunas consideraciones

    Scientific Electronic Library Online (English)

    Silmara Carina Dornelas, Munhoz; Andréa Vieira, Zanella.

    2008-06-01

    Full Text Available O processo de constituição do sujeito ocorre a partir de relações sociais, semioticamente mediadas. Assim, é via produção de sentidos que o ser humano produz cultura e, simultaneamente, constitui-se enquanto singularidade, o que caracteriza esse processo como criador. Ao reconhecer a linguagem como [...] constitutiva do sujeito e entender o processo de criação como característico do ser humano, o presente trabalho apresenta reflexões, à luz da Psicologia Histórico-Cultural, sobre os processos de criação na/com a linguagem escrita. Situações de uma pesquisa anteriormente desenvolvida são apresentadas para ilustrar as dicotomias existentes no processo de produção escrita, mais especificamente no que se refere às relações forma/conteúdo e técnica/sentido. Para a superação dessas dicotomias, necessário se faz estabelecer relações estéticas com a realidade, por cujo intermédio a pessoa pode distanciar-se e aproximar-se da produção escrita, seja esta produto de sua objetivação ou não. É este movimento que possibilita a organização de novos sentidos para a produção própria ou alheia e, por conseguinte, novas escritas. Abstract in spanish El proceso de constitución del sujeto ocurre a partir de relaciones sociales, semióticamente mediadas. Así, es vía producción de sentidos que el ser humano produce cultura y, simultáneamente, se constituye con singularidad, lo que caracteriza ese proceso como creador. Al reconocer el lenguaje como c [...] onstitutivo del sujeto y entender el de creación como característico del ser humano, el presente trabajo presenta reflexiones, a la luz de la Psicología Histórico-cultural, sobre los procesos de creación en el/con el lenguaje escrito. Situaciones de una encuesta anteriormente desarrollada son presentadas para ilustrar las dicotomías existentes en el proceso de producción escrita, más específicamente en lo que se refiere a las relaciones forma/contenido y técnica/sentido. Para la superación de esas dicotomías, se hace necesario establecer relaciones estéticas con la realidad, por cuyo intermedio la persona puede distanciarse y aproximarse de la producción escrita, sea ésta producto de su objetivación o no. Es este movimiento que posibilita la organización de nuevos sentidos para la producción propia o ajena y, por consiguiente nuevas escritas. Abstract in english The process of the constitution of the subject occurs through semiotically mediated social relationships. Through the production of meanings the human being produces culture and, simultaneously, constitutes its singularity, which characterizes the process as creative. While acknowledging language as [...] constitutive of the subject and the comprehension of the creative process as unique to humans, current analysis presents some considerations, based on historical-cultural psychology, on the creative processes with language writing. Situations from a previous research are shown to illustrate the dichotomies during the process of writing production, more specifically the relations between shape/content and technique/meaning. So that these dichotomies may be overcome, it is necessary to establish aesthetic relations with reality. Through reality the subject may distance him/herself from or approach the writing production whether or not it is his/her production. Such shifting permits the organization of new meanings for one’s own or for others’ production, or rather, for new writings.

  9. Linguagem escrita e relações estéticas: algumas considerações Lenguaje escrito y relaciones estéticas: algunas consideraciones Considerations on language writing and aesthetic relations

    Directory of Open Access Journals (Sweden)

    Silmara Carina Dornelas Munhoz

    2008-06-01

    Full Text Available O processo de constituição do sujeito ocorre a partir de relações sociais, semioticamente mediadas. Assim, é via produção de sentidos que o ser humano produz cultura e, simultaneamente, constitui-se enquanto singularidade, o que caracteriza esse processo como criador. Ao reconhecer a linguagem como constitutiva do sujeito e entender o processo de criação como característico do ser humano, o presente trabalho apresenta reflexões, à luz da Psicologia Histórico-Cultural, sobre os processos de criação na/com a linguagem escrita. Situações de uma pesquisa anteriormente desenvolvida são apresentadas para ilustrar as dicotomias existentes no processo de produção escrita, mais especificamente no que se refere às relações forma/conteúdo e técnica/sentido. Para a superação dessas dicotomias, necessário se faz estabelecer relações estéticas com a realidade, por cujo intermédio a pessoa pode distanciar-se e aproximar-se da produção escrita, seja esta produto de sua objetivação ou não. É este movimento que possibilita a organização de novos sentidos para a produção própria ou alheia e, por conseguinte, novas escritas.El proceso de constitución del sujeto ocurre a partir de relaciones sociales, semióticamente mediadas. Así, es vía producción de sentidos que el ser humano produce cultura y, simultáneamente, se constituye con singularidad, lo que caracteriza ese proceso como creador. Al reconocer el lenguaje como constitutivo del sujeto y entender el de creación como característico del ser humano, el presente trabajo presenta reflexiones, a la luz de la Psicología Histórico-cultural, sobre los procesos de creación en el/con el lenguaje escrito. Situaciones de una encuesta anteriormente desarrollada son presentadas para ilustrar las dicotomías existentes en el proceso de producción escrita, más específicamente en lo que se refiere a las relaciones forma/contenido y técnica/sentido. Para la superación de esas dicotomías, se hace necesario establecer relaciones estéticas con la realidad, por cuyo intermedio la persona puede distanciarse y aproximarse de la producción escrita, sea ésta producto de su objetivación o no. Es este movimiento que posibilita la organización de nuevos sentidos para la producción propia o ajena y, por consiguiente nuevas escritas.The process of the constitution of the subject occurs through semiotically mediated social relationships. Through the production of meanings the human being produces culture and, simultaneously, constitutes its singularity, which characterizes the process as creative. While acknowledging language as constitutive of the subject and the comprehension of the creative process as unique to humans, current analysis presents some considerations, based on historical-cultural psychology, on the creative processes with language writing. Situations from a previous research are shown to illustrate the dichotomies during the process of writing production, more specifically the relations between shape/content and technique/meaning. So that these dichotomies may be overcome, it is necessary to establish aesthetic relations with reality. Through reality the subject may distance him/herself from or approach the writing production whether or not it is his/her production. Such shifting permits the organization of new meanings for one’s own or for others’ production, or rather, for new writings.

  10. Main: L1DCPAL1 [PLACE

    Lifescience Database Archive (English)

    Full Text Available L1DC PAL1 S000504 15-September-2006 (last modified) kehi L1 element, found in PAL1 promoter in ca ... equence (ACCTACCC); see also S000492 (BOXL CORE of DC ... PAL1); L1 Daucus carota (carrot) ATTCACCTACCC ...

  11. Using L1 in Teaching English to Advanced Students

    Directory of Open Access Journals (Sweden)

    Khalid Al Hariri

    2015-11-01

    Full Text Available Using L1 in the English classroom has long been considered as an unforgivable wrongdoing. Many English teachers who use L1 in the classroom feel guilty about it and in many cases do not admit it. Recent researchers started to question the validity of this claim suggesting contexts and situations in which using L1 can be very helpful in ELT and refuting, on the other hand, the claims upon which the idea of using L2 solely were built.  My paper will examine the attitudes of advanced English language learners toward using L1 in the class of English where the students and the teacher speak the same first language and will also examine the attitudes of a group of EFL and ESL teachers toward the same practice. The same questionnaire given to the students will be redesigned and given to a number of teachers so that the study will look at the viewpoints from both perspectives.Keywords: low case, comma, paper template, abstract, keywords, introduction

  12. English L1 and L2 Speakers' Knowledge of Lexical Bundles

    Science.gov (United States)

    Nekrasova, Tatiana M.

    2009-01-01

    The purpose of the present study is to contribute to the ongoing debate about the use of lexical bundles by first (L1) and second language (L2) speakers of English. The study consists of two experiments that examined whether L1 and L2 English speakers displayed any knowledge of lexical bundles as holistic units and whether their knowledge was…

  13. English L1 and L2 Speakers' Knowledge of Lexical Bundles

    Science.gov (United States)

    Nekrasova, Tatiana M.

    2009-01-01

    The purpose of the present study is to contribute to the ongoing debate about the use of lexical bundles by first (L1) and second language (L2) speakers of English. The study consists of two experiments that examined whether L1 and L2 English speakers displayed any knowledge of lexical bundles as holistic units and whether their knowledge was…

  14. L1 and L2 Strategy Use in Reading Comprehension of Chinese EFL Readers

    Science.gov (United States)

    Tsai, Yea-Ru; Ernst, Cheryl; Talley, Paul C.

    2010-01-01

    This study revealed the relationship between L1 (Mandarin Chinese) and L2 (English) strategy use in L2 reading comprehension by focusing on the correlation of L1 reading ability, L2 proficiency and employed reading strategies. The participants, 222 undergraduates learning English as a foreign language (EFL), were classified into skilled and…

  15. PD-L1-specific T cells

    DEFF Research Database (Denmark)

    Ahmad, Shamaila Munir; Borch, Troels Holz; Hansen, Morten; Andersen, Mads Hald

    2016-01-01

    for targeting the tumor microenvironment and for boosting the clinical effects of additional anticancer immunotherapy. This review summarizes present information about PD-L1 as a T cell antigen, depicts the initial findings about the function of PD-L1-specific T cells in the adjustment of immune......-specific T cells that recognize both PD-L1-expressing immune cells and malignant cells. Thus, PD-L1-specific T cells have the ability to modulate adaptive immune reactions by reacting to regulatory cells. Thus, utilization of PD-L1-derived T cell epitopes may represent an attractive vaccination strategy...

  16. L1 in the EFL classroom: more a help than a hindrance?

    OpenAIRE

    Rodr??guez Ju??rez, Carolina; Oxbrow, Gina

    2008-01-01

    The use of the L1 in monolingual contexts has been somewhat frowned upon in EFL classrooms over the years, with teaching activities usually conducted exclusively in the target language. However, if used judiciously, the mother tongue may in fact become a teaching and learning resource which can greatly enhance the acquisition process and encourage learners to focus on similarities and differences between their L1 and the language under study. In the present study, we shall expl...

  17. The Effect of Dictogloss Technique on Learners’ Writing Improvement in Terms of Writing Coherent Texts

    OpenAIRE

    Masoome Kooshafar; Manijeh Youhanaee; Zahra Amirian

    2012-01-01

    Considering the communicative framework of language teaching, writing has an advantage- a person can give a variety of information to a close or distant, known or unknown reader or readers. Such way of communicating is highly important in the modern world, whether the communication is in the form of paper-and-pencil writing or advanced electronic writing. Therefore, this skill should be encouraged and nurtured during the language teaching course. Writing consists of different aspects like out...

  18. L1CAM in human cancer.

    Science.gov (United States)

    Altevogt, Peter; Doberstein, Kai; Fogel, Mina

    2016-04-01

    L1 cell adhesion molecule (L1CAM) is one of the first neural adhesion molecules described with important functions in the development of the nervous system. Subsequent work discovered that L1CAM is expressed in many human cancers and is often associated with bad prognosis. This is most likely due to the motility and invasion promoting function of L1CAM. Here, we describe the path L1CAM has taken from a neural adhesion molecule to a recognized tumor antigen. We summarize the literature on L1CAM expression in cancers and pre-cancerous lesions. We focus on the genetic elements required for its re-expression and highlight preclinical studies for targeted therapy. The data suggest that L1CAM is a valuable diagnostic/prognostic marker and an attractive target for the therapy of several human cancers. PMID:26111503

  19. Developing & improving EFL writing skills

    OpenAIRE

    Tuero, Susana

    2015-01-01

    Learning a foreign language is a process that entails the development of four basic skills: Listening, Speaking, Reading, and Writing. According to the Common European Framework, such skills can be grouped into productive and receptive. Reading and Listening are categorized as receptive skills, while speaking and writing are productive skills. Experience and research findings suggest that most learners of English as a foreign language (EFL) find productive skills more difficult to develop tha...

  20. Writing Excel Macros with VBA

    CERN Document Server

    Roman, Steven

    2008-01-01

    To achieve the maximum control and flexibility from Microsoft® Excel often requires careful custom programming using the VBA (Visual Basic for Applications) language. Writing Excel Macros with VBA, 2nd Edition offers a solid introduction to writing VBA macros and programs, and will show you how to get more power at the programming level: focusing on programming languages, the Visual Basic Editor, handling code, and the Excel object model.

  1. Exploring Utterance and Cognitive Fluency of L1 and L2 English Speakers: Temporal Measures and Stimulated Recall

    Science.gov (United States)

    Kahng, Jimin

    2014-01-01

    Although fluency constitutes an essential component of second language (L2) proficiency, there are mixed results and gaps in the literature on how L2 speakers' fluency differs from fluent speech production in a first language (L1). The research reported in this article investigated utterance fluency and cognitive fluency of L1 English…

  2. Sports Writing.

    Science.gov (United States)

    Grubaugh, Karl

    2003-01-01

    Lists the following 10 tips for improved sports writing in high school publications: reporting comes before writing; do not try to do too much; show, do not tell; do not do game stories; avoid cliches; avoid "jock-talk"; use the drama of sports; do not write the obvious story; sports is also news; and read great sports writing. (PM)

  3. Writing Inspired

    Science.gov (United States)

    Tischhauser, Karen

    2015-01-01

    Students need inspiration to write. Assigning is not teaching. In order to inspire students to write fiction worth reading, teachers must take them through the process of writing. Physical objects inspire good writing with depth. In this article, the reader will be taken through the process of inspiring young writers through the use of boxes.…

  4. The Weaker Language in Early Child Bilingualism: Acquiring a First Language as a Second Language?

    Science.gov (United States)

    Meisel, Jurgen M.

    2007-01-01

    Past research demonstrates that first language (L1)-like competence in each language can be attained in simultaneous acquisition of bilingualism by mere exposure to the target languages. The question is whether this is also true for the "weaker" language (WL). The WL hypothesis claims that the WL differs fundamentally from monolingual L1 and…

  5. University writing

    Directory of Open Access Journals (Sweden)

    Miguel Zabalza Beraza

    2013-01-01

    Full Text Available Writing in the University is a basic necessity and a long-range educational purpose. One of the basic characteristics of the university context is that it requires writing both as a tool of communication and as a source of intellectual stimulation. After establishing the basic features of academic writing, this article analyzes the role of writing for students (writing to learn and for teachers (write to plan, to reflect, to document what has been done. The article also discusses the contributions of writing for both students and teachers together: writing to investigate. Finally, going beyond what writing is as academic tool, we conclude with a more playful and creative position: writing for pleasure and enjoyment.

  6. Componential skills of beginning writing: An exploratory study

    OpenAIRE

    Kim, Young-suk; Al Otaiba, Stephanie; Puranik, Cynthia; Folsom, Jessica Sidler; Greulich, Luana; Wagner, Richard K.

    2011-01-01

    The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely rel...

  7. The Effect of Journal Writing on Students' Cognitive Critical Thinking Skills: "A Quasi-Experimental Research on an English as a Foreign Language (EFL) Undergraduate Classroom in Egypt"

    Science.gov (United States)

    Shaarawy, Hanaa Youssef

    2014-01-01

    Based on writing weekly academic journals and on Bloom's (1984) taxonomy of cognitive critical thinking skills, this article reports on a quasi-experiment where journal writing was an additional task to an academic writing course. The experiment was carried out with first year university students (semester two) in one of the Egyptian private…

  8. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Appendix C: Samples of Student Writing

    Science.gov (United States)

    Common Core State Standards Initiative, 2010

    2010-01-01

    This document presents writing samples that have been annotated to illustrate the criteria required to meet the Common Core State Standards for particular types of writing--argument, informative/explanatory text, and narrative--in a given grade. Each of the samples exhibits at least the level of quality required to meet the Writing standards for…

  9. Robert Frost on Writing.

    Science.gov (United States)

    Barry, Elaine

    This book is a collection of Frost's letters, reviews, introductions, lectures, and interviews on writing dating back to 1913. It provides Frost's view of literature, and its relation to language and social order. Part one, "Frost as a Literary Critic," discusses the scope of Frost's criticism and Frost as both critical theorist and practical…

  10. Bilingual lexical access during L1 sentence reading: The effects of L2 knowledge, semantic constraint, and L1-L2 intermixing.

    Science.gov (United States)

    Titone, Debra; Libben, Maya; Mercier, Julie; Whitford, Veronica; Pivneva, Irina

    2011-11-01

    Libben and Titone (2009) recently observed that cognate facilitation and interlingual homograph interference were attenuated by increased semantic constraint during bilingual second language (L2) reading, using eye movement measures. We now investigate whether cross-language activation also occurs during first language (L1) reading as a function of age of L2 acquisition and task demands (i.e., inclusion of L2 sentences). In Experiment 1, participants read high and low constraint English (L1) sentences containing interlingual homographs, cognates, or control words. In Experiment 2, we included French (L2) filler sentences to increase salience of the L2 during L1 reading. The results suggest that bilinguals reading in their L1 show nonselective activation to the extent that they acquired their L2 early in life. Similar to our previous work on L2 reading, high contextual constraint attenuated cross-language activation for cognates. The inclusion of French filler items promoted greater cross-language activation, especially for late stage reading measures. Thus, L1 bilingual reading is modulated by L2 knowledge, semantic constraint, and task demands. PMID:21767061

  11. Collaborative Writing to Enhance Academic Writing Development Through Project Work

    Directory of Open Access Journals (Sweden)

    Alma Milena Robayo Luna

    2013-10-01

    Full Text Available Advanced students at university level struggle with many aspects of academic writing in English as a foreign language. The purpose of this article is to report on an investigation aimed at analyzing what collaborative writing through project work tells us about students’ academic writing development at the tertiary level. The compositions written by students before the implementation of our research project showed that their command of written English was weak in form and content. The findings suggest that students evidenced difficulties when using language structure and organization of ideas, plus their argumentation often deviates from the topic given.

  12. WEB-BASED WRITING INSTRUCTION AND ENHANCING EFL LEARNERS' WRITING QUALITY

    OpenAIRE

    KARGOZARI, Hamid R.; Ghaemi, Hamed

    2011-01-01

    The purpose of the present study is to determine whether Web-based Writing Instruction (WBWI) has any influence on the writing quality of Iranian EFL learners. Two groups of EFL learners who were studying English in an English Language Institute participated in the experiment. They were enrolled in an advanced writing course. Before instruction, both groups were pre-tested through writing essays. T-test results illustrated significant differences between two groups in writing ability. The ex...

  13. NOTE FOR EDITOR: Web-Based Writing Instruction And Enhancing Efl Learners' Writing Quality

    OpenAIRE

    KARGOZARI, Hamid R.; Ghaemi, Hamed

    2011-01-01

    The purpose of the present study is to determine whether Web-based Writing Instruction (WBWI) has any influence on the writing quality of Iranian EFL learners. Two groups of EFL learners who were studying English in an English Language Institute participated in the experiment. They were enrolled in an advanced writing course. Before instruction, both groups were pre-tested through writing essays. T-test results illustrated significant differences between two groups in writing ability. The...

  14. Writing successful UX proposals

    CERN Document Server

    Hass, Chris

    2016-01-01

    Bringing new project funding and business opportunities to your organization is a vital part of UX professionals' growth and success. Writing Successful UX Proposals teaches the proven techniques for assessing proposal requests, writing successful commercial and government funding proposals, and enhancing your business development skills. This book will teach UX practitioners how to succeed in UX business development by mastering the following goals: * Understand how to assess a request for proposals* Understand the "anatomy" of a proposal response * Speak the business language of those who will be evaluating the proposed approach* Recognize the successes of others and build upon their advice Complete with case studies, tricks and tips, and real-world examples throughout, this is a must-have resource for UX professionals interested in honing their proposal writing skills and setting themselves up for success. * Provides unique sales and proposal writing insights tailored to the UX arena (including both resear...

  15. Emergence in second language writing: a methodological inroad / Emergência na escrita em segunda língua: uma incursão metodológica

    Scientific Electronic Library Online (English)

    Susy, Macqueen.

    2013-06-01

    Full Text Available A Teoria de Sistemas Complexos (TSC) tem sido acionada em diversos campos, como forma de examinar os fenômenos de uma maneira que faz com que a interconectividade e emergência sejam centrais para pesquisa. Para a linguística aplicada, TSC oferece a possibilidade de englobar tanto a linguagm quanto a [...] aprendizagem. Ao fazer isso, a orientação teórica tem de ser totalmente integrada ao processo de pesquisa por meio da metodologia de pesquisa. Este artigo descreve um método qualitativo microetnográfico, Análise de Traços Lexicais, que se baseia no conceito de emergência. É um método analítico que nos permite ver o desenvolvimento longitudinal de palavras e de seus padrões. Ele é aplicado aqui em um estudo de caso sobre o desenvolvimento de padrões léxico-gramaticais (sequências formulaicas, colocações, expressões idiomáticas etc.) de uma usuária de uma segunda língua. Seus padrões de palavras são rastreados enquanto ela se prepara para o vestibular para a universidade e, posteriormente, assim que ela entra na universidade. Seu uso de padrões envolve imitação adaptativa, um processo complexo de percepção de padrões, imitação e adaptação para atender aos novos objetivos comunicativos. Abstract in english Complex Systems Theory (CST) has been called upon in many different fields as a means of examining phenomena in a way that makes interconnectivity and emergence central to research. For applied linguistics, CST offers the possibility of encompassing both language and learning. In doing so, the theor [...] etical orientation needs to be fully integrated into the research process through research methodology. This paper describes a qualitative microethnographic method, Lexical Trail Analysis, which draws on the concept of emergence. It is an analytic method that enables us to see the longitudinal development of words and their patterns. It is applied here in a case study of the development of one second language user's lexicogrammatical patterns (formulaic sequences, collocations, idioms, etc.). Her word patterns are traced as she prepares for a university entrance test and later, once she enters the university. Her use of patterns involves adaptive imitation, a complex process of perceiving, imitating and adapting patterns to suit new communicative goals.

  16. Linguajamentos e contra-hegemonias epistêmicas sobre linguagem em produções escritas indígenas / Languaging and epistemic counter-hegemony on language in writings by Brazilian Indians / Modos de hablar y contrahegemonías epistémicas sobre lenguaje en producciones escritas indígenas

    Scientific Electronic Library Online (English)

    Elismênnia Aparecida, Oliveira; Joana Plaza, Pinto.

    2011-08-01

    Full Text Available Este artigo, resultado de uma pesquisa qualitativa documental, discute práticas epistêmicas sobre linguagem de autoras e autores indígenas residentes no Brasil. Com base em autoras e autores indígenas e não indígenas - decolonialistas e pós-estruturalistas - confrontamos suas concepções de linguagem [...] , considerando a construção das sociedades indígenas como o outro/objeto, que está presente na produção hegemônica de saber sobre linguagem. Consideramos o processo de silenciamento a que as etnias indígenas foram sujeitadas, e também o processo de resistência e apropriação de práticas e conceitos dos não indígenas, assim como coexistência de conceitos como língua, escrita e identidade. Como conclusão, apontamos a necessidade de ampliar o olhar epistemológico para dar conta de práticas discursivas coexistentes às do não indígena. Abstract in spanish Este artículo, resultado de una investigación cualitativa documental, discute prácticas epistémicas sobre lenguaje de autoras y autores indígenas residentes en Brasil. Con base en autoras y autores indígenas y no indígenas - de colonialistas y posestructuralistas - confrontamos sus concepciones de l [...] eenguaje, considerando la construcción de las sociedades indígenas como el otro/objeto, que está presente en la producción hegemónica de saber sobre lenguaje. Consideramos el proceso de silenciamiento a que las etnias indígenas fueron sujetadas, y también el proceso de resistencia y apropriación de prácticas y conceptos de los no indígenas, así como coexistencia de conceptos como lengua, escritura e identidad. Como conclusión, apuntamos la necesidad de ampliar la observación epistemológica para dar cuenta de prácticas discursivas coexistentes a las de la no indígena. Abstract in english This paper presents the results of a qualitative documentary research which discusses epistemic practices on language by indigenous authors inhabiting Brazil. Based on indigenous authors, as well as on poststructuralist and decolonialist ones, this paper confronts theirs language concepts, consideri [...] ng the construction of indigenous societies as the other/object, which is part of the hegemonic production of knowledge about language. We make considerations on the process of silencing of the indigenous groups, and also the process of resistance and appropriation of concepts and practices by non-indigenous, as well as the coexistence of concepts such as language, writing and identity. As a conclusion, we point to the urgent need to expand epistemological perspectives in order to deal with the co-existing discursive practices of the indigenous and the non-indigenous.

  17. Video Streaming for Creative Writing at International Elementary School

    OpenAIRE

    Deni Darmawan; Tatat Hartati; Effy Mulyasari

    2013-01-01

    This study aims at overcoming difficulty in learning language, both in Indonesian Language and English at international elementary school, especially in creative writing. Creative writing as part of human activity is creativity with language medium as prose (narrative, description), poem (old, new and modern), as well as drama (dialogue, role play, and sosio drama). Specific target to be achieved is the design of Video Streaming for all kinds of creative writing in the language of Indonesian ...

  18. Emergent Literacy Skills in Bilingual Children: Evidence for the Role of L1 Syntactic Comprehension

    Science.gov (United States)

    Gabriele, Alison; Troseth, Erika; Martohardjono, Gita; Otheguy, Ricardo

    2009-01-01

    The study examines emergent literacy skills in a group of young English Language Learners who are dominant in their native language, Spanish. We investigate the relative contribution of syntactic comprehension in the L1 and L2 to the development of emergent reading skills in English. Participants were bilingual kindergarteners from two public…

  19. Developmental Trends and L1 Effects in Early L2 Learners' Onset Cluster Production

    Science.gov (United States)

    Tessier, Anne-Michelle; Duncan, Tamara Sorenson; Paradis, Johanne

    2013-01-01

    This study focuses on English onset cluster production in spontaneous speech samples of 10 children aged 5;04-6;09 from Chinese and Hindi/Punjabi first language (L1) backgrounds, each with less than a year of exposure to English. The results suggest commonalities between early second language (L2) learners and both monolingual and adult L2…

  20. Processing Focus Structure in L1 and L2 French: L2 Proficiency Effects on ERPs

    Science.gov (United States)

    Reichle, Robert V.; Birdsong, David

    2014-01-01

    This study examined the event-related potentials (ERPs) elicited by focus processing among first language (L1) speakers and second language (L2) learners of French. Participants read wh-questions containing explicit focus marking, followed by responses instantiating contrastive and informational focus. We hypothesized that L2 proficiency would…

  1. Processing Focus Structure in L1 and L2 French: L2 Proficiency Effects on ERPs

    Science.gov (United States)

    Reichle, Robert V.; Birdsong, David

    2014-01-01

    This study examined the event-related potentials (ERPs) elicited by focus processing among first language (L1) speakers and second language (L2) learners of French. Participants read wh-questions containing explicit focus marking, followed by responses instantiating contrastive and informational focus. We hypothesized that L2 proficiency would…

  2. Relations among L1 Reading, L2 Knowledge, and L2 Reading: Revisiting the Threshold Hypothesis

    Science.gov (United States)

    Park, Gi-Pyo

    2013-01-01

    This study attempted to test the threshold hypothesis in second/foreign language (L2) reading by investigating the relations among first language (L1) reading, L2 knowledge, and L2 reading comprehension in a sample of 2666 (1333 males and 1333 females) Korean EFL high school students. Three different methods of data analysis were utilized after…

  3. A Prerequisite to L1 Homophone Effects in L2 Spoken-Word Recognition

    Science.gov (United States)

    Nakai, Satsuki; Lindsay, Shane; Ota, Mitsuhiko

    2015-01-01

    When both members of a phonemic contrast in L2 (second language) are perceptually mapped to a single phoneme in one's L1 (first language), L2 words containing a member of that contrast can spuriously activate L2 words in spoken-word recognition. For example, upon hearing cattle, Dutch speakers of English are reported to experience activation…

  4. Using L1 to Enhance the Grammar Learning and Having Only English Policy in EFL Classes

    Science.gov (United States)

    Uyar, Yusuf

    2012-01-01

    The purpose of this study is to determine the differences of grammar learning, if any, between the EFL classes in which native language (L1) is sometimes used and only target language (L2) is used. Participants were 42 prep year students from one of the universities in Turkey. They have been studying English for 9 months, and now they are in level…

  5. Enhancing Content Knowledge in Essay Writing Classes: A Multimedia Package for Iranian EFL Learners

    Directory of Open Access Journals (Sweden)

    Marziyeh Tahmouresi Majelan

    2014-04-01

    Full Text Available The main objective of this study was to investigate empirically if promoting a multimedia package enhances content knowledge in essay writing of 80 junior English translation students at a University in Karaj, Iran; plus, whether the learners’ writing content improve due to the presence of the multimedia package or not. The multimedia was considered to be a CD, containing recordings both in first language (L1=Farsi and in second language (L2=English along with manipulative and task-based activities. A homogenizing test, the pre-posttests, and the material in a form of a CD (treatment including forty of the most common TOEFL essays both in L1 and L2 plus manipulative tasks to fulfill provided by the researcher, were the instruments in the study.  After 14 weeks, both the experimental and control groups sat for the posttest with exactly the same characteristics of pretest except for the topics. When the collected data was analyzed, a mean difference of t-test along with a paired t-test showed a significant difference between the performance of the control and the experimental groups, regarding the content. Consequently, the statistics proved that enhancing content knowledge by means of a multimedia package containing recordings plus manipulative and task-based activities would improve students’ writing ability while the control group in which a current traditional rhetoric approach was used, the placebo, did not show any statistically significant improvement regarding content.

  6. Helping Students Write Better Conclusions

    Science.gov (United States)

    Berber-Jimenez, Lola; Montelongo, Jose; Hernandez, Anita C.; Herter, Roberta; Hosking, David

    2008-01-01

    Unlike the vocabulary used in language arts and social studies, knowledge of expository text (text written to inform) and the language of science are required for reading and writing in science (Carrier 2005). This vocabulary, along with expository text structures, often is not taught in middle and high school classrooms, thus hindering students,…

  7. Thesis Writing Challenges for Non-Native MA Students

    Science.gov (United States)

    Sadeghi, Karim; Shirzad Khajepasha, Arash

    2015-01-01

    Writing in a second (L2)/foreign language is generally a challenging activity, and writing an MA thesis, as an example of academic enterprise, can be daunting when done in a language in which the writer is not fully competent. The challenge such a genre of writing poses for L2 writers has not been properly addressed. To fill in the gap in this…

  8. Children's Graphical Representations and Emergent Writing: Evidence from Children's Drawings

    Science.gov (United States)

    Wu, Li-Yuan

    2009-01-01

    Previous research on children's drawing and writing focused on children's drawing and symbolization with syllabic languages, providing little information regarding young children's symbolization in drawing with a logo language. This study investigated children's emergent writing by examining qualitatively how children's writing takes place as…

  9. L1 Retrotransposons in Human Cancers

    Directory of Open Access Journals (Sweden)

    2006-01-01

    Full Text Available Retrotransposons like L1 are silenced in somatic cells by a variety of mechanisms acting at different levels. Protective mechanisms include DNA methylation and packaging into inactive chromatin to suppress transcription and prevent recombination, potentially supported by cytidine deaminase editing of RNA. Furthermore, DNA strand breaks arising during attempted retrotranspositions ought to activate cellular checkpoints, and L1 activation outside immunoprivileged sites may elicit immune responses. A number of observations indicate that L1 sequences nevertheless become reactivated in human cancer. Prominently, methylation of L1 sequences is diminished in many cancer types and full-length L1 RNAs become detectable, although strong expression is restricted to germ cell cancers. L1 elements have been found to be enriched at sites of illegitimate recombination in many cancers. In theory, lack of L1 repression in cancer might cause transcriptional deregulation, insertional mutations, DNA breaks, and an increased frequency of recombinations, contributing to genome disorganization, expression changes, and chromosomal instability. There is however little evidence that such effects occur at a gross scale in human cancers. Rather, as a rule, L1 repression is only partly alleviated. Unfortunately, many techniques commonly used to investigate genetic and epigenetic alterations in cancer cells are not well suited to detect subtle effects elicited by partial reactivation of retroelements like L1 which are present as abundant, but heterogeneous copies. Therefore, effects of L1 sequences exerted on the local chromatin structure, on the transcriptional regulation of individual genes, and on chromosome fragility need to be more closely investigated in normal and cancer cells.

  10. Habilidades lingüísticas orales y escritas para la lectura y escritura en niños preescolares / Oral and written language skills for reading and writing in preschool children Habilidades / Linguísticas orais e escritas para a leitura e escritura em crianças pré-escolares

    Scientific Electronic Library Online (English)

    Esperanza, Guarneros Reyes; Lizbeth, Vega Pérez.

    2014-04-01

    Full Text Available As crianças pré-escolares já possuem noções de leitura e escritura porque têm desenvolvido habilidades linguísticas orais e escritas que se relacionam entre si, e por sua vez, com a aquisição da leitura e a escritura convencionais. Este artigo de revisão tem por objetivos: (a) Descrever as relações [...] existentes entre linguagem oral e escrita nos anos pré-escolares, e (b) Identificar as habilidades concretas da linguagem da criança pré-escolar que possibilitam a aquisição da leitura e escritura convencionais. Fez-se uma busca nas bases de dados ERIC e OVID de emergent literacy,phonological awareness, vocabulary, reading, writing, preschoolers y language skills, que contribuiu com os componentes da linguajem oral (habilidades fonológicas e semânticas) que se relacionam com a aquisição da leitura e escritura convencionais, assim como uma proposta de análise na que se enfatiza o processo das habilidades linguísticas orais e escritas para a leitura e escritura em crianças pré-escolares. Abstract in spanish Los niños preescolares ya poseen nociones de lectura y escritura porque han desarrollado habilidades lingüísticas orales y escritas que se relacionan entre sí y, a su vez, con la adquisición de la lectura y la escritura convencionales. Este artículo de revisión tiene como objetivos (a) Describir las [...] relaciones existentes entre lenguaje oral y escrito en los años preescolares, e (b) Identificar las habilidades concretas del lenguaje del niño preescolar que posibilitan la adquisición de la lectura y escritura convencionales. Se hizo una búsqueda en las bases de datos ERIC y OVID de emergent literacy, phonological awareness, vocabulary, reading, writing, preschoolers y language skills, la cual aportó los componentes del lenguaje oral -habilidades fonológicas y semánticas- que se relacionan con la adquisición de la lectura y escritura convencionales, así como una propuesta de análisis en la que se enfatiza el proceso de las habilidades lingüísticas orales y escritas para la lectura y escritura en niños preescolares. Abstract in english Preschool children already have notions of reading and writing because they have developed oral and written language skills that relate to each other, and in turn, with the acquisition of conventional reading and writing. This review article aims to: (a) identify the relationship between oral and wr [...] itten language in the preschool years, and (b) Identify the specific skills of the preschool child language enabling the acquisition of conventional literacy. A search in the databases ERIC and OVID for emergent literacy, phonological awareness, vocabulary, reading, writing, and language skills preschoolers. This provided the oral-language components and semanti-cphonological skills that relate to the acquisition of conventional reading and writing, as well as a proposal for analysis that emphasizes the process of oral and written language skills for literacy in preschool children.

  11. Assimilation of L2 vowels to L1 phonemes governs L2 learning in adulthood

    DEFF Research Database (Denmark)

    Grimaldi, Mirko; Sisinni, Bianca; Fivela, Barbara Gili; Invitto, Sara; Resta, Donatella; Alku, Paava; Brattico, Elvira

    2014-01-01

    According to the Perceptual Assimilation Model (PAM), articulatory similarity/dissimilarity between sounds of the second language (L2) and the native language (L1) governs L2 learnability in adulthood and predicts L2 sound perception by native listeners. We performed behavioral and neurophysiological experiments on two groups of university students at the first and fifth years of the English language curriculum and on a group of naive listeners. Categorization and discrimination tests, as well a...

  12. Teaching Writing to Middle School Students: A National Survey

    Science.gov (United States)

    Graham, Steve; Capizzi, Andrea; Harris, Karen R.; Hebert, Michael; Morphy, Paul

    2014-01-01

    A random sample of language arts, social studies, and science middle school teachers from the United States were surveyed about their preparation to teach writing, beliefs about responsibilities for teaching writing, use of evidence-based writing practices, assessment of writing, use of technology, and adaptations for struggling writers. The…

  13. Designing an Online Writing System: Learning with Support

    Science.gov (United States)

    Kuo, Chih-Hua

    2008-01-01

    The potential of online language learning has received much attention recently. This paper reports the design of an online writing system featuring learning support for non-native students during their writing process. The central premise is that in the online writing situation, students are in great need of writing aids. The proposed system…

  14. Writing Strategies Used by ESL Upper Secondary School Students

    Science.gov (United States)

    Maarof, Nooreiny; Murat, Mazlin

    2013-01-01

    Writing is a great challenge whether performed in the mother tongue or in a second or foreign language (L2/FL). Studies in L2 writing show that writing is a complex cognitive activity comprising a number of processes which includes the use of various strategies. This study aimed to examine strategies used in essay writing among 50…

  15. The Effects of Collaborative Writing Activity Using Google Docs on Students' Writing Abilities

    Science.gov (United States)

    Suwantarathip, Ornprapat; Wichadee, Saovapa

    2014-01-01

    Google Docs, a free web-based version of Microsoft Word, offers collaborative features which can be used to facilitate collaborative writing in a foreign language classroom. The current study compared writing abilities of students who collaborated on writing assignments using Google Docs with those working in groups in a face-to-face classroom.…

  16. The Role of L1 Conceptual and Linguistic Knowledge and Frequency in the Acquisition of L2 Metaphorical Expressions

    Science.gov (United States)

    Türker, Ebru

    2016-01-01

    This study investigates how figurative language is processed by learners of a second language (L2). With an experiment testing L2 comprehension of figurative expressions in three categories, each combining shared and unshared first language (L1) and L2 lexical representations and conceptual representations in a different way, the study…

  17. Processing Modifier-Head Agreement in L1 and L2 Finnish: An Eye-Tracking Study

    Science.gov (United States)

    Vainio, Seppo; Pajunen, Anneli; Hyönä, Jukka

    2016-01-01

    This study investigated the effect of first language (L1) on the reading of modifier-head case agreement in second language (L2) Finnish by native Russian and Chinese speakers. Russian is similar to Finnish in that both languages use case endings to mark grammatical roles, whereas such markings are absent in Chinese. The critical nouns were…

  18. The Role of L1 Conceptual and Linguistic Knowledge and Frequency in the Acquisition of L2 Metaphorical Expressions

    Science.gov (United States)

    Türker, Ebru

    2016-01-01

    This study investigates how figurative language is processed by learners of a second language (L2). With an experiment testing L2 comprehension of figurative expressions in three categories, each combining shared and unshared first language (L1) and L2 lexical representations and conceptual representations in a different way, the study…

  19. Impaired L1 and Executive Control after Left Basal Ganglia Damage in a Bilingual Basque-Spanish Person with Aphasia

    Science.gov (United States)

    Adrover-Roig, Daniel; Galparsoro-Izagirre, Nekane; Marcotte, Karine; Ferre, Perrine; Wilson, Maximiliano A.; Ansaldo, Ana Ines

    2011-01-01

    Bilinguals must focus their attention to control competing languages. In bilingual aphasia, damage to the fronto-subcortical loop may lead to pathological language switching and mixing and the attrition of the more automatic language (usually L1). We present the case of JZ, a bilingual Basque-Spanish 53-year-old man who, after haematoma in the…

  20. L1 Influence on the Acquisition of L2 Collocations: Japanese ESL Users and EFL Learners Acquiring English Collocations

    Science.gov (United States)

    Yamashita, Junko; Jiang, Nan

    2010-01-01

    This study investigated first language (L1) influence on the acquisition of second language (L2) collocations using a framework based on Kroll and Stewart (1994) and Jiang (2000), by comparing the performance on a phrase-acceptability judgment task among native speakers of English, Japanese English as a second language (ESL) users, and Japanese…

  1. EX1304L1 Dive Operations Summary

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — All information and available data about Dive Operations on NOAA Ship Okeanos Explorer during EX1304L1: Northeast U.S. Canyons Exploration between 20130708 and...

  2. Direction Asymmetries in Spoken and Signed Language Interpreting

    Science.gov (United States)

    Nicodemus, Brenda; Emmorey, Karen

    2013-01-01

    Spoken language (unimodal) interpreters often prefer to interpret from their non-dominant language (L2) into their native language (L1). Anecdotally, signed language (bimodal) interpreters express the opposite bias, preferring to interpret from L1 (spoken language) into L2 (signed language). We conducted a large survey study ("N" =…

  3. L1-norm minimization for quaternion signals

    OpenAIRE

    Wu, Jiasong; Zhang, Xu; Wang, Xiaoqing; Senhadji, Lotfi; Shu, Huazhong

    2012-01-01

    The l1-norm minimization problem plays an important role in the compressed sensing (CS) theory. We present in this letter an algorithm for solving the problem of l1-norm minimization for quaternion signals by converting it to second-order cone programming. An application example of the proposed algorithm is also given for practical guidelines of perfect recovery of quaternion signals. The proposed algorithm may find its potential application when CS theory meets the quaterni...

  4. Teorías personales de docentes de lengua sobre la enseñanza de la escritura en sistema de educación pública chilena / Language teacher personal theories about teaching writing in the Chilean public educational system

    Scientific Electronic Library Online (English)

    Roxanna Carolina Correa, Pérez; Mónica Tapia, Ladino; Angie Neira, Martinez; Mabel Ortiz, Navarrete.

    2013-06-01

    Full Text Available Es sabido que las ideas que los docentes sostienen acerca de los procesos de enseñanza -aprendizaje de lenguas inciden en su quehacer pedagógico. Son escasos los estudios que explican las teorías personales de profesores de lenguas en torno a las habilidades lingüísticas de sus estudiantes. Por esta [...] razón, el objetivo de este trabajo es determinar cuáles son las teorías personales sobre escritura y su enseñanza en la educación media de seis profesores de inglés y de seis de Lenguaje y Comunicación que se desempeñan en establecimientos educacionales municipalizados de dos regiones de Chile. Para acceder a las teorías personales, los docentes fueron entrevistados con la finalidad de conocer sus ideas sobre diferentes aspectos de la enseñanza de la escritura. La metodología de análisis fue cualitativa y el procesamiento de los datos se realizó con el software NVivo. Los resultados obtenidos indican que los docentes asignan una alta importancia al desarrollo de la escritura, realizan actividades secuenciadas, se apoyan en textos modelos, favorecen el trabajo individual y promueven la escritura de textos breves. Abstract in english It is well known that the teachers' ideas about any area related to language teaching and learning processes impact on their pedagogical practice. There are not many studies, however, that explain language teachers' personal theories about linguistics abilities. The aim of this article is to present [...] the personal theories about writing of 6 English teachers and 6 Spanish teachers, who work in public schools in two regions of Chile. In order to find out the personal theories, we interviewed the teachers to deal with different aspects of the process of teaching writing. The methodology was qualitative and the data analysis was carried out with the support of NVivo software. The results indicate that the teachers assign great importance to the development of writing, carry out sequenced activities, support the process with model texts, foster individual work and promote the writing of brief texts.

  5. El oficio del escritor académico: un portal para promover el uso de la lengua escrita como práctica social / The Profession of Academic Writing: A Portal to Promote the Use of Written Language as a Social Practice

    Scientific Electronic Library Online (English)

    Juan Manuel, Fernández-Cárdenas; Lorena, Piña-Gómez.

    2014-03-01

    Full Text Available La escritura académica es un campo en creciente desarrollo debido al reconocimiento de que el uso de la lengua escrita y la socialización en las disciplinas académicas es indisoluble: la lengua no puede reducirse a la enseñanza de la ortografía y la gramática, ni la construcción de conocimiento pued [...] e entenderse sin la mediación de textos académicos en la educación superior. Sin embargo, existen aún muy pocas iniciativas institucionales para formalizar este tipo de acciones, y menos con un componente tecnológico. En este artículo presentamos el desarrollo de un portal de recursos para la escritura académica, el cual ilustra un conjunto de acciones y procesos constitutivos del oficio del escritor académico como una práctica social. Este modelaje de escritura académica se logra utilizando un paradigma sociocultural y uno de semiótica visual. Abstract in english Academic writing is a growing field due to the recognition that the use of written language and socialization in academic disciplines is indissoluble: language cannot be reduced to teaching spelling and grammar, nor can the construction of knowledge be understood without the mediation of academic te [...] xts in higher education. However, institutional initiatives for formalizing this type of actions are still very limited, especially in the case of technological components. In this article, we present the development of a portal of resources for academic writing, which illustrates a set of actions and processes that constitute the profession of academic writing as a social practice. This model of academic writing is achieved by using a sociocultural paradigm and a paradigm of visual semiotics.

  6. "This english writing thing": students' perceptions of their writing experiences at an english-medium university

    OpenAIRE

    Petri, Bojana

    2007-01-01

    This article explores five students’ perceptions of their writing experiences at an English-medium post-graduate university in a non-English speaking country as compared to writing in their home country universities in their native languages. Three types of differences are found to be relevant: language and rhetorical differences, disciplinary differences, and differences in educational systems (such as the number of assignments required, the focus of writing instruction, and feedback p...

  7. A description of ASL features in writing

    Directory of Open Access Journals (Sweden)

    Kimberly A. Wolbers

    2014-01-01

    Full Text Available Similar to second language students who embed features of their primary languages in the writing of their second languages, deaf and hard of hearing (d/hh writers utilize features of American Sign Language (ASL in their writing of English. The purpose of this study is to identify categories of language transfer, provide the prevalence of these transfer tendencies in the writings of 29 d/hh adolescents and describe whether language features are equally or differently responsive to instruction. Findings indicate six categories of language transfer in order of prevalence: unique glossing & substitution, adjectives, plurality & adverbs, topicalization, and conjunctions. ASL features, of both lexical and syntactical nature, appear to respond similarly to instruction.

  8. L2 Writing Practice: Game Enjoyment as a Key to Engagement

    Science.gov (United States)

    Allen, Laura K.; Crossley, Scott A.; Snow, Erica L.; McNamara, Danielle S.

    2014-01-01

    The Writing Pal (W-Pal) is an intelligent tutoring system (ITS) designed to provide students with explicit writing strategy instruction and practice. W-Pal includes a suite of educational games developed to increase writing engagement and provide opportunities to practice writing strategies. In this study, first (L1) (n = 26) and second (L2)…

  9. Genre approach to teaching formal letter writing

    OpenAIRE

    Klimczak, Agata

    2011-01-01

    Writing in a foreign language is both complex and fascinating, whether viewed from the perspective of a teacher or a student. My teacher-interest in the writing skill stems from the fact that in my experience it is the most difficult skill to develop successfully. As a non-native user of English and a foreign-language student, on the other hand, I often feel that especially when writing in order to accomplish a specific goal, we have insufficient tools to write successfully. Transmitting info...

  10. Coesão textual na escrita de um grupo de adultos surdos usuários da língua de sinais Brasileira / Text cohesion in writing of a group of deaf adults users of Brazilian sign language

    Scientific Electronic Library Online (English)

    Elizabeth Oliveira Crepaldi de, Almeida; Carolina Ronqui, Filasi; Luiza Crepaldi de, Almeida.

    2010-04-01

    Full Text Available OBJETIVOS: investigar a coesão textual em produções escritas por quatro adultos surdos usuários da Língua de Sinais Brasileira alfabetizados, integrantes de um grupo de discussão nessa língua, sobre o tema violência, coordenado por uma intérprete fluente. Verificar a possível interferência da Libras [...] na escrita em português. MÉTODOS: após terem participado de sessões de discussão sobre o tema violência, cada participante produziu um texto relacionado a algum tipo de violência. Seus textos foram analisados qualitativamente em termos de sua coesão. RESULTADOS: os textos produzidos faziam referência a situações de violência simbólica. O estudo dos textos evidenciou presença de coesão textual sequencial e referencial em todos os textos, embora comprometida. Houve interferência da Libras nas redações. Observou-se que os textos, por si sós, são difíceis de serem compreendidos sem a interação direta com o participante. Apesar da dificuldade na compreensão da língua escrita, que é diferente da estrutura da língua de sinais, o estudo evidenciou que esses surdos podem construir textos com sentido e coesão. CONCLUSÃO: a produção escrita dos surdos pesquisados apresenta coesão, porém com interferência da Libras, o que prejudica, em alguns casos, a compreensão por parte do leitor. Quanto menor a coesão textual, maior a necessidade de explicações do autor sobre o que quis dizer com seu texto. Abstract in english PURPOSE: to investigate text cohesion in written productions of four deaf male adults using Brazilian Sign Language (Libras) and write in Portuguese. Participants integrate a discussion group on violence using that language coordinated by a fluent interpreter. The study also verifies possible interf [...] erence of Libras on writing in Portuguese. METHODS: after a few sessions, a discussing the theme violence, each deaf participant wrote a text on a violence situation. These texts were analyzed qualitatively as for their cohesion. RESULTS: the study pointed out the existence of sequential and referential text cohesion in all the analyzed texts, although compromised. There was interference of Libras in their writing. The produced texts related in some way to symbolic violence. The texts per se were difficult to understand without direct interaction with the participant. Despite difficulties in comprehension of writing language whose structure is very different from the sign language, it became clear that these deaf persons could construct texts with sense and cohesion. CONCLUSION: the texts produced by the studied deafs have cohesion, although the interference of Libras was harmful in some cases as for the reader's comprehension. As text cohesion diminishes, there is more need for explanations by the author about the meaning of the said text.

  11. L2 Reading in Multilingual Eritrea: The Influences of L1 Reading and English Proficiency

    Science.gov (United States)

    Asfaha, Yonas Mesfun; Beckman, Danielle; Kurvers, Jeanne; Kroon, Sjaak

    2009-01-01

    A major question in L2 reading research is whether L2 reading is a language or a reading problem. Existing research, mainly carried out in Western contexts, demonstrates that L2 reading is influenced by L1 reading and L2 proficiency. This study applied the L2 reading theory in a non-Western context (Eritrea, East Africa) with L1 reading acquired…

  12. Creative Writing and Chemistry

    Science.gov (United States)

    Alber, Mark

    2001-04-01

    Students often view science as a mechanical endeavor that--unlike art, music, and literature--involves little imagination or creativity. This is partly due to the inability of scientists to communicate in accessible language the creative nature of scientific discovery and the tradition in science education of minimizing the role of the individual. This paper describes a project that helps students appreciate the creative side of science by using scientists and scientific theories as the basis for creative writing assignments.

  13. Arabic:Language and writing ???????: ??? ??????

    Directory of Open Access Journals (Sweden)

    Mohamed Mehfel

    2010-03-01

    Full Text Available ?? ???? ??? ??? ????? ???? ?? ??? ??? ??????? ??? ??? ?? ???? ?????? ???? ????? ??? ????? ????? ????? ?? ?????? ???????? ???? ????? ???? ???????? ???? ????????? ?????? ????? ????? ?????? ???? "????? ??????" ???? ?????. ???? ??? ????? ??? ???? ???? ?? ??????? ???. ??? ???? ??? ?????? ????? ??? ???? ???? ???? ?????? ??? ???? ?? ???? ??????? ??? ????: ???? ???? ????? ????? ??? ????? ??????? ?? ??? ??????? ??? ???? ?????? ????? ??? ????: ?? ??????? ????????? ?????? -???? ??? ??????- ????? ????? ???? ???? ??????? ??????? ??????? ?? ?????? ??????? ????? ????? ???????? ?? ????? ??????? ??????? ????????. ????? ????? "??????? ??????" ??? ??? ???????? ???????? ???? ??????? ????? ??????? ??? "?????? ???????". ??? ?????? ???????? ???? ?????? ?? ????? ????? ????? ?????? ?????? ???????? ?? ????? ?????? (?.?.

  14. Writing & Language Arts. Pilot Copy.

    Science.gov (United States)

    Boloz, Sigmund A., Comp.

    This guide provides an evaluation system by which a teacher or parent can follow a child's progress in sentence structure, usage, punctuation, capitalization, penmanship, and composition from kindergarten through grade eight. Each page lists an objective that is coded so that it is possible to correlate related materials, such as test items,…

  15. A Profile of an Effective EFL Writing Teacher (A Technology-Based Approach)

    Science.gov (United States)

    Seifoori, Zohreh; Mozaheb, Mohammad Amin; Beigi, Amir Biglar

    2012-01-01

    Teaching writing has always been a controversial issue in the field of Foreign Language Teaching. And while there are a number of approaches and techniques for teaching writing in an English as a Second Language or English as a Foreign Language (SL/EFL) setting, very few comprehensive frameworks exist for an ESL/EFL writing teacher. The present…

  16. Writing for Science Literacy

    Science.gov (United States)

    Chamberlin, Shannon Marie

    Scientific literacy is the foundation on which both California's currently adopted science standards and the recommended new standards for science are based (CDE, 2000; NRC, 2011). The Writing for Science Literacy (WSL) curriculum focuses on a series of writing and discussion tasks aimed at increasing students' scientific literacy. These tasks are based on three teaching and learning constructs: thought and language, scaffolding, and meta-cognition. To this end, WSL is focused on incorporating several strategies from the Rhetorical Approach to Reading, Writing, Listening and Speaking to engage students in activities designed to increase their scientific literacy; their ability to both identify an author's claim and evidence and to develop their own arguments based on a claim and evidence. Students participated in scaffolded activities designed to strengthen their written and oral discourse, hone their rhetorical skills and improve their meta-cognition. These activities required students to participate in both writing and discussion tasks to create meaning and build their science content knowledge. Students who participated in the WSL curriculum increased their written and oral fluency and were able to accurately write an evidence-based conclusion all while increasing their conceptual knowledge. This finding implies that a discourse rich curriculum can lead to an increase in scientific knowledge.

  17. The Role of L1 in L2 Acquisition: Attitudes of Iranian University Students

    Directory of Open Access Journals (Sweden)

    Mustafa NAZARY

    2008-10-01

    Full Text Available Learning a second language in an EFL context requires both students and teachers to cooperate efficiently and resourcefully. By referring to the current theories of second language acquisition and reviewing the recent literature, it can be seen that the first language of learners (L1 has a necessary and facilitating role in all aspects of language instruction. This indicates that the ‘bilingual approach’ is gaining more support by incorporating the students’ L1 as a learning tool and also as a facilitator for an efficient communication. At the same time, advocacy for an English-only policy has been declining. Inspired by these views, this paper aims to explore the Iranian university students' attitudes and perceptions toward the use of L1. A well-known survey – Prodromou (2002 was employed and, surprisingly, the results were contradictory to the all previous similar studies. Iranian university students reported reluctance to use their L1. Finally, some pedagogical suggestions for a judicious use of L1 will be presented.

  18. ESL intermediate/advanced writing

    CERN Document Server

    Munoz Page, Mary Ellen; Jaskiewicz, Mary

    2011-01-01

    Master ESL (English as a Second Language) Writing with the study guide designed for non-native speakers of English. Skill-building lessons relevant to today's topics help ESL students write complete sentences, paragraphs, and even multi-paragraph essays. It's perfect for classroom use or self-guided writing preparation.DETAILS- Intermediate drills for improving skills with parallel structure, mood, correct shifting errors & dangling participles- Advanced essay drills focusing on narrative, descriptive, process, reaction, comparison and contrast- Superb preparation for students taking the TOEFL

  19. Learning More, Perceiving More? A Comparison of L1 Cantonese--L2 English--L3 French Speakers and L1 Cantonese--L2 English Speakers in Hong Kong

    Science.gov (United States)

    Tsang, Wai Lan

    2015-01-01

    This paper reports on a study examining the relationship between language learning and perceived language differences. Two groups of native Cantonese speakers in Hong Kong, L1 Cantonese--L2 English (CE) and L1 Cantonese--L2 English--L3 French (CEF), were asked to complete two tasks: a placement test in English (as well as in French for the CEF…

  20. Learning More, Perceiving More? A Comparison of L1 Cantonese--L2 English--L3 French Speakers and L1 Cantonese--L2 English Speakers in Hong Kong

    Science.gov (United States)

    Tsang, Wai Lan

    2015-01-01

    This paper reports on a study examining the relationship between language learning and perceived language differences. Two groups of native Cantonese speakers in Hong Kong, L1 Cantonese--L2 English (CE) and L1 Cantonese--L2 English--L3 French (CEF), were asked to complete two tasks: a placement test in English (as well as in French for the CEF…

  1. Academic Writing Pedagogies: Adopting Best Practices for Mastering Research Genres in English

    OpenAIRE

    Helán Robert

    2013-01-01

    This paper investigates the main approaches to teaching academic writing to university students of English as a foreign language. The investigation takes as its points of departure the text (the end product of writing), the process (the stages of writing), and practice (the social dimension of writing). Several recommendations are offered for the effective implementation of these approaches in learning to write research genres.

  2. Brain Bases for First Language Lexical Attrition in Bengali-English Speakers

    Science.gov (United States)

    Datta, Hia

    2010-01-01

    Change of first language (L1) status from the most stable language to a less accessible language over the life-span of a bilingual individual is termed "language attrition". Such a shift in ease of L1 access has been reported to affect the lexicon (Pelc, 2001) more than other aspects of language. However, whether L1 attrition is affected by…

  3. The Effect of Syntactic Complexity on Fluency: Comparing Actives and Passives in L1 and L2 Speech

    Science.gov (United States)

    Sadri Mirdamadi, Farhad; De Jong, Nivja H.

    2015-01-01

    This study investigates how syntactic complexity affects speaking performance in first (L1) and second language (L2) in terms of speaking fluency. Participants (30 Dutch native speakers with an average to advanced level of English) performed two speaking experiments, one in Dutch (L1) and one in English (L2). Syntactic complexity was…

  4. The Effect of Syntactic Complexity on Fluency: Comparing Actives and Passives in L1 and L2 Speech

    Science.gov (United States)

    Sadri Mirdamadi, Farhad; De Jong, Nivja H.

    2015-01-01

    This study investigates how syntactic complexity affects speaking performance in first (L1) and second language (L2) in terms of speaking fluency. Participants (30 Dutch native speakers with an average to advanced level of English) performed two speaking experiments, one in Dutch (L1) and one in English (L2). Syntactic complexity was…

  5. The Effect of Concept Mapping on L2 Writing Performance: Examining Possible Effects of Trait-Level Writing Anxiety

    OpenAIRE

    Naoko Machida; David J. Dalsky

    2014-01-01

    Research on anxiety in a foreign language-learning context is well-documented; however, few studies have directly focused on anxiety occurring within writing contexts despite the fact that writing anxiety is known to affect students’ learning. The present study examined the effectiveness of concept mapping considering students’ writing anxiety. Participants completed writing anxiety scales and were randomly assigned to three groups before completing a writing task: concept mapping, idea listi...

  6. MOTHER TONGUE (L1 Vis-A-Vis OTHER TONGUE (L2?

    Directory of Open Access Journals (Sweden)

    Arun Behera

    2012-07-01

    Full Text Available Learning a language is always a difficult thing and more so when it comes to learning a second language (L2 for it reflects the complexity of learning a language which is the other tongue rather than the mother tongue of a person. The present paper proposes to focus on the prospects and benefits of the skill-based learning of the L2. All learners, as such pick up a language by two means: a acquisition of one's own language/mother tongue, and b learning another language. Acquisition is a subconscious and intuitive process, similar to that used by a child to pick up the first language (L1; and the second is conscious learning, in which a learner is aware of his/her own learning process.

  7. Writing Nature

    Directory of Open Access Journals (Sweden)

    Kristin Asdal

    2014-06-01

    Full Text Available This special issue of the Nordic Journal of Science and Technology Studies is interested in how nature, in different versions and forms, is invited into our studies, analyses, and stories. How is it that we “write nature”? How is it that we provide space for, and actually describe the actors, agents, or surroundings, in our stories and analyses? The articles in the issue each deal with different understandings of both the practices of writing and the introduction of various natures into these. In this introduction to the issue the editors engage with actor-network theory as a material semiotic resource for writing nature. We propose to foreground actor-network theory as a writing tool, at the expense of actor-network theory as a distinct vocabulary. In doing this and pointing out the semiotic origins to material-semiotics we also want to problematize a clear-cut material approach to writing nature.

  8. Mathematical writing

    CERN Document Server

    Vivaldi, Franco

    2014-01-01

    This book teaches the art of writing mathematics, an essential -and difficult- skill for any mathematics student.   The book begins with an informal introduction on basic writing principles and a review of the essential dictionary for mathematics. Writing techniques are developed gradually, from the small to the large: words, phrases, sentences, paragraphs, to end with short compositions. These may represent the introduction of a concept, the abstract of a presentation or the proof of a theorem. Along the way the student will learn how to establish a coherent notation, mix words and symbols effectively, write neat formulae, and structure a definition.   Some elements of logic and all common methods of proofs are featured, including various versions of induction and existence proofs. The book concludes with advice on specific aspects of thesis writing (choosing of a title, composing an abstract, compiling a bibliography) illustrated by large number of real-life examples. Many exercises are included; over 150...

  9. A atenção fonoaudiólogica e a linguagem escrita de pessoas com baixa visão: estudo exploratório / Speech and language pathology therapy and the reading and writing of a person with visual disabilitie: exploratory study

    Scientific Electronic Library Online (English)

    Mayla Myrina Bianchim, Monteiro; Rita de Cássia Ietto, Montilha; Maria Elisabete Rodrigues Freire, Gasparetto.

    2011-04-01

    Full Text Available Os objetivos deste trabalho foram: conhecer como as pessoas com baixa visão (visão subnormal) adquirida utilizavam a linguagem escrita no cotidiano e recomendar a atenção fonoaudiológica nesse processo. Foi realizado estudo descritivo exploratório para a construção do instrumento de coleta de dados. [...] A amostra foi constituída por pessoas com baixa visão que freqüentaram o Programa de Reabilitação de Adolescentes e Adultos do Cepre/FCM/Unicamp em 2008. Aplicou-se questionário por entrevista, onde foram investigadas as variáveis: características pessoais, uso de recursos de tecnologia assistiva na leitura e escrita, razões das atividades de leitura e escrita e frequência do uso após a perda visual. A amostra foi composta por 08 pessoas com baixa visão com média de idade de 47 anos e predominância do sexo masculino (75,0%). Os resultados indicaram que a maioria (62,5%) relatou utilizar auxílios ópticos nas atividades de leitura. Todos informaram utilizar auxílios não ópticos na leitura. Os sujeitos declararam utilizar a leitura para obter informações sobre assuntos que os interessavam e a escrita para se comunicarem com as outras pessoas. Verificou-se que a maioria (75,0%), relatou não utilizar a leitura e nem a escrita com a mesma freqüência que usava antes da perda visual e os motivos alegados foram a dificuldade para enxergar e o cansaço visual. A redução do uso da linguagem escrita no cotidiano por sujeitos com baixa visão adquirida compromete a autonomia e independência, fato este que demonstra necessidade de ênfase no trabalho com a linguagem escrita que poderá ser maximizado por meio da atenção fonoaudiológica. Abstract in english The aim of this study was to: understand how people with acquired low vision (subnormal vision) used written language in daily living and to recommend speech and language pathology therapy during the process. A descriptive/exploratory study was conducted in order to build a data collection instrumen [...] t. The sample was composed of subjects with low vision who attended Cepre / FCM / Unicamp in 2008. A questionnaire was applied during an interview, during which time the following variables were investigated: personal characteristics, use of assistive technology in reading and writing, reasons for performing reading and writing activities and the frequency of reading and writing after having acquired the visual loss. The sample was made up of 8 subjects with acquired low vision. The mean age was 47 years, of which 75,0% were males. Most of the subjects (62,5%) declared they used optical aids to read. All reported they used non-optical aids to read. The results showed that the subjects reported that they used to read to get information on topics of interest and they write to communicate with other people. The majority (75,0%) reported they didn't read and write with the same frequency as before the emergence of the ophthalmic problem and the reason given was difficulty in seeing and eyestrain. The reduction of reading and writing for individuals with low vision justifies the need for greater emphasis on working with reading and writing during rehabilitation, and this can be enhanced by speech and language pathology therapy.

  10. Disfluency Markers in L1 Attrition

    Science.gov (United States)

    Schmid, Monika S.; Fagersten, Kristy Beers

    2010-01-01

    Based on an analysis of the speech of long-term emigres of German and Dutch origin, the present investigation discusses to what extent hesitation patterns in language attrition may be the result of the creation of an interlanguage system, on the one hand, or of language-internal attrition patterns on the other. We compare speech samples elicited…

  11. L=1 light quark mesons in QCD

    International Nuclear Information System (INIS)

    Using the Borel transformed QCD sum rule formalism the masses of L = 1 light quark mesons with isospin I = 1 and I = 0 are calculated. Nonperturbative effects from higher dimensional operators up to dimension d = 6 in the operator product expansion are taken into account. (author)

  12. Reference: L1BOXATPDF1 [PLACE

    Lifescience Database Archive (English)

    Full Text Available L1BOXATPDF1 He nriksson E , Olsson AS, Johanne sson H, Johansson H, Hanson J, E ngstrom P, Sode rman ... E . Home odomain le ucine ... zippe r class I ge ne s in Arabidopsis ... . E xpre ssion patte rns and phyloge ne tic re ... Plant Physio ... l. 139: 509-518. (2005) PubMe d: 16055682 ...

  13. The Facilitative Role of L1 Influence in Tense-Aspect Marking: A Comparison of Hispanophone and Anglophone Learners of French

    Science.gov (United States)

    Izquierdo, Jesus; Collins, Laura

    2008-01-01

    English learners of French whose first language (L1) does not mark the perfective/imperfective distinction have shown verb semantic influence and an overall preference for perfective over imperfective in their use of second language (L2) tense-aspect markers. This study investigated whether learners whose L1 marks the perfective/imperfective…

  14. Nativization processes in L1 Esperanto.

    Science.gov (United States)

    Bergen, B K

    2001-10-01

    The artificial language Esperanto is spoken not only as a second language, by its proponents, but also as a native language by children of some of those proponents. The present study is a preliminary description of some characteristics of the Native Esperanto (NE) of eight speakers, ranging in age from six to fourteen years. As such, it is the first of its kind--previous works on NE are either theoretical treatises or individual case studies. We find, at least for the eight subjects studied, both bilingualism and nativization effects, differentiating native from non-native Esperanto speech. Among these effects are loss or modification of the accusative case, phonological reduction, attrition of the tense/aspect system, and pronominal cliticization. The theoretical ramifications are discussed, particularly with regard to universals of language acquisition and the effects of expressive requirements of language. PMID:11797540

  15. The Ad Voice in Student Writing.

    Science.gov (United States)

    Sharpe, Susan G.

    1985-01-01

    Notes the prevalance of advertising language and personae in student writing. Includes exercises that evoke the advertising voice, suggesting that using these as a stepping stone to teaching advertising is preferable to a separate advertising unit. (HTH)

  16. Virtual Classroom Management and Communicative Writing Pedagogy

    OpenAIRE

    Mills, Jon

    1996-01-01

    Writing, essentially a social act, is concerned with cognition and is alliedto context. Most writing takes the form of dialogue and it is out of dialogic processes that language acquisition takes place. Writers andreaders convene in the cognitive and social space that is at the heart of adiscourse community. The social aspects of writing are diminished whenthere is a restriction on the social space where readers and writers cometogether. This is exemplified by the state of affairs in certain ...

  17. Writing Through: Practising Translation

    Directory of Open Access Journals (Sweden)

    Joel Scott

    2010-05-01

    Full Text Available This essay exists as a segment in a line of study and writing practice that moves between a critical theory analysis of translation studies conceptions of language, and the practical questions of what those ideas might mean for contemporary translation and writing practice. Although the underlying preoccupation of this essay, and my more general line of inquiry, is translation studies and practice, in many ways translation is merely a way into a discussion on language. For this essay, translation is the threshold of language. But the two trails of the discussion never manage to elude each other, and these concatenations have informed two experimental translation methods, referred to here as Live Translations and Series Translations. Following the essay are a number of poems in translation, all of which come from Blanco Nuclear by the contemporary Spanish poet, Esteban Pujals Gesalí. The first group, the Live Translations consist of transcriptions I made from audio recordings read in a public setting, in which the texts were translated in situ, either off the page of original Spanish-language poems, or through a process very much like that carried out by simultaneous translators, for which readings of the poems were played back to me through headphones at varying speeds to be translated before the audience. The translations collected are imperfect renderings, attesting to a moment in language practice rather than language objects. The second method involves an iterative translation process, by which three versions of any one poem are rendered, with varying levels of fluency, fidelity and servility. All three translations are presented one after the other as a series, with no version asserting itself as the primary translation. These examples, as well as the translation methods themselves, are intended as preliminary experiments within an endlessly divergent continuum of potential methods and translations, and not as a complete representation of a methodology.

  18. Writing to Persuade: A Systemic Functional View

    Science.gov (United States)

    Schulze, Joshua

    2011-01-01

    This study explores how a genre-based approach to writing instruction influenced by both genre theory and systemic functional linguistics supported the academic writing development of English language learners (ELLs) transitioning to middle school. Drawing on Systemic Functional Linguistics (SFL) as a tool for pedagogy and linguistic analysis, the…

  19. Interdisciplinary Research toward a Theory of Writing.

    Science.gov (United States)

    de Beaugrande, Robert

    Recent developments in such fields as linguistics, logic, information theory, computer science, speech act theory, and psychology can lead to a greater interdisciplinary understanding of the process of writing (defined as purposeful activity involving language use in special modes). Purposes for writing, which may be correlated with the many…

  20. Factors Affecting the Speed of Free Writing

    Science.gov (United States)

    Ferrier, Jonathan; Horne, Joanna; Singleton, Chris

    2013-01-01

    Factors affecting the free writing speed of 11-year-old students were investigated using the Group and Individual Assessment of Handwriting Speed. Intelligence, gender, legibility and whether the student has special educational needs or speaks English as an additional language were all found to impact on writing speed to a significant extent. In…

  1. Online Peer Discourse in a Writing Classroom

    Science.gov (United States)

    Choi, Jessie

    2014-01-01

    This paper is an attempt to explore the interaction discourse of second language undergraduate learners in the online peer review process of a writing classroom in Hong Kong. Specifically, the writer sought to investigate the types of online discourse learners have in the peer discussions on their writing, and to examine the role of explicit…

  2. 40 CFR 1502.8 - Writing.

    Science.gov (United States)

    2010-07-01

    ... 40 Protection of Environment 32 2010-07-01 2010-07-01 false Writing. 1502.8 Section 1502.8 Protection of Environment COUNCIL ON ENVIRONMENTAL QUALITY ENVIRONMENTAL IMPACT STATEMENT § 1502.8 Writing. Environmental impact statements shall be written in plain language and may use appropriate graphics so...

  3. Language as capital in international university education

    DEFF Research Database (Denmark)

    Petersen, Margrethe; Shaw, Philip

    As Bourdieu and Passeron noted, academic discourse is never anyone’s ‘mother tongue’. Acquisition of this discourse in one’s first language is a prime aim of undergraduate education, but there is evidence that a substantial minority of students fail to acquire it. There is strong evidence that academic discourse skills are transferable from L1 to L2 and best acquired in L1, but it is not clear to what extent these skills represent usable capital in professional life. Graduates often report having to write in a very different style from the one they have been taught at university. There may be a trade-off between the fluency in a second language provided by its use as sole or parallel medium in education and educational depth in the discipline studied. This fluency may in some circumstances constitute greater capital than the disciplinary insights partially sacrificed. But this varies strikingly across disciplines. This paper uses Bourdieu’s framework to assess the types of linguistic capital – academic discourse, foreign-language fluency, and more – to be acquired in the internationalized university, their utility in the personal advancement of graduates in various societies, and the variation of these factors across disciplines.

  4. What Role for Collaboration in Writing and Writing Feedback

    Science.gov (United States)

    Wigglesworth, Gillian; Storch, Neomy

    2012-01-01

    Writing is generally thought of as an activity which is carried out individually, often with feedback then provided by a teacher or colleague. While the use of pair or small group work in the second language classroom in relation to oral work has been extensively studied, and its benefits well documented, there are only a few studies which have…

  5. Playful Writing for Critical Thinking: Four Approaches to Writing.

    Science.gov (United States)

    Weber, Alan

    2000-01-01

    Notes the relationship between thinking and playfulness. Demonstrates that playful language is a valuable way for adolescents from varied cultural backgrounds to express their thinking. Explores in depth four approaches to writing that encourage linguistic play: choosing playful topics; emphasizing characteristics of linguistic play; selecting…

  6. CMS L1 Trigger Control System

    CERN Document Server

    Varela, Joao

    2002-01-01

    The L1 Trigger Control System (TCS) is responsible to control the delivery of L1 Trigger Accepts depending on the status of the sub-detectors readout systems and the data acquisition system. This status is derived from information provided through the Trigger Throttling System (TTS) and from the status of front-end Emulators. TCS is also responsible for generating synchronization and fast reset commands, as well as to control the delivery of test and calibration triggers. TCS uses the TTC network to distribute information to the subsystems. TCS partitioning permits groups of subdetectors main components to operate independently during setting-up, test or calibration phases. Local trigger control is foreseen for the subdetector operation in standalone mode (test beam mode) This document provides an overall description of the TCS requirements and architecture, and a detailed description o f the TCS components. The main TCS components are the Central Trigger Controller (TCS), the Local Trigger Controller (LTC), ...

  7. La comprensión oral del lenguaje no literal y su relación con la producción escrita en escolares Co-relation between oral comprehension of non-literal language and writing in elementary school students

    Directory of Open Access Journals (Sweden)

    Nina Crespo

    2007-01-01

    Full Text Available Un grupo considerable de niños y jóvenes chilenos escolarizados presenta problemas para producir textos escritos en forma autónoma. Las explicaciones de este fenómeno son diversas, pero este trabajo se focalizará en el desarrollo de la lengua oral que ocurre durante la edad escolar, a partir de los seis años. Concretamente, se referirá aquí a la interpretación de ciertas formas orales de lo no literal: los actos de habla indirectos y las ironías. Teóricamente, la conexión escritura/comprensión oral de lo no literal se fundamenta en que ambas parecieran estar relacionadas con el desarrollo de la conciencia metalingüística y de la teoría de la mente. Empíricamente, se lleva a cabo un estudio con 141 estudiantes de 13 y 14 años cuya comprensión oral fue medida con el Instrumento de Medición de Inferencias Pragmáticas (IMIP y su habilidad de escritura, con una Pauta de Evaluación Analítica. Los datos fueron analizados a través de una correlación canónica y los resultados muestran, por una parte, un grado moderado de asociación entre las variables observables orales y escritas entre sí y, por otra parte, un grado de correlación canónica bajo pero significativo entre las dimensiones latentes comprensión oral y producción escrita (Rc = 0,26, p A substantial number of school children and youngsters encounters problems with the production of written texts in an autonomous fashion. Although the reasons for this phenomenon are various, it will hereby be focused on the development of the oral language occurring during the school age; that is, from six years of age on. In particular, this study will refer to certain forms of non-literal language: indirect speech acts and ironies. Theoretically, the writing/oral comprehension of non-literal language connection is based on their seeming relationship with the development of a metalinguistic conscience and a theory of the mind. Empirically, this study involves the participation of 141 13-14-year-old students whose oral comprehension was measured by the Instrument for the Measurement of Pragmatic Inferences (IMIP, according to the Spanish acronym, and writing, by an Analytic Assessment Guide. Data were analyzed with the aid of canonical co-relation and the results reveal, on the one hand, a moderate degree of association in the observable oral and writing variables among themselves and, on the other, a low but significant degree of canonical co-relation between the latent oral and writing variables (Rc = 0,26, p < 0.05, where the former would seem a factor variable and the latter, a criterion variable. The conclusion is that, even though the development of oral comprehension of non-literal language seems to influence writing abilities, such a co-relation is not strong enough to look at it as having practical significance.

  8. Proof Mining in L1-Approximation

    DEFF Research Database (Denmark)

    Oliva, Paulo Borges; Kohlenbach, Ulrich

    In this paper, we present another case study in the general project of proof mining which means the logical analysis of prima facie non-effective proofs with the aim of extracting new computationally relevant data. We use techniques based on monotone functional interpretation developed in......,1] with arbitrary precision. The second author uses this result to give a complexity upper bound on the computation of the best L1-approximation in Oliva (Math. Logic Quart., 48 (S1) (2002) 66-77)....

  9. Developing Children's Language Awareness: Switching Codes in the Language Classroom

    Science.gov (United States)

    Corcoll, Cristina

    2013-01-01

    This article examines how learning an additional language can positively affect children's opinions and feelings about languages and how this process can be enriched when different languages--namely, the additional language and the children's L1s--are present and used in the classroom in an informed way. It is hypothesised that this will benefit…

  10. First Language Loss: Reflex Responses, Repartee, and Sound Symbolism.

    Science.gov (United States)

    Waas, Margit

    1997-01-01

    Examines a sociolinguistic thesis on language attrition illustrating first-language (L1) loss in a second-language (L2) environment via interviews conducted with two control groups and L1 German speakers living in Australia. Findings reveal that after 10 to 20 years in the L2 environment, the extent of L1 attrition was such that none of the…

  11. L1 Communicative-textual competence of Greek upper elementary school students.

    Directory of Open Access Journals (Sweden)

    Spinthourakis, J.A.

    2004-01-01

    Full Text Available This article presents and discusses the findings of a research study on the issue of L1 communicative-textual competence (CTC. More specifically it examines the L1 CTC of 10–12-year-old Greek elementary school students, before and after the use of alternative communicative-text-oriented teaching material versus traditional language materials currently used in the schools. The CTC of the students was examined using a version of the test published by the French Ministry of Education revised and adapted to the Greek language and educational context. Analysis of the pre- and post-intervention data suggests that using appropriately designed communicative-text-oriented teaching materials can increase Greek school students’ level of written L1 CTC.

  12. Reading Skills and Strategies: Assessing Primary School Students’ Awareness in L1 and EFL Strategy Use

    Directory of Open Access Journals (Sweden)

    Evdokimos Aivazoglou

    2014-09-01

    Full Text Available The present study was designed and conducted with the purpose to assess primary school students’ awareness in GL1 (Greek as first language and EFL (English as a foreign language strategy use and investigate the relations between the reported reading strategies use in first (L1 and foreign language (FL.  The sample (455 students attending the fifth and sixth grades of primary schools in Northern Greece was first categorized into skilled and less skilled L1 and EFL readers through screening reading comprehension tests, one in L1 and one in FL, before filling in the reading strategy questionnaires. The findings revealed participants’ preference for “problem solving” strategies, while “global strategies” coming next. Girls were proved to be more aware of their reading strategies use with the boys reporting a more frequent use in both languages. Also, skilled readers were found to use reading strategies more effectively, and appeared to be more flexible in transferring strategies from L1 to FL compared to less-skilled readers.Keywords: reading awareness, reading strategies, reading difficulties, primary school students

  13. Advanced Learners' L1 (Swedish) versus L2 (English) Inferencing

    Science.gov (United States)

    Karlsson, Monica

    2014-01-01

    Research shows that the most important skill to possess when learning a previously unknown word is to be able to interpret its meaning based on the context in which it is found (Nation, 2001). This is especially true for L1 learners, but regrettably, research shows, not as true for students learning a second language (Nation, 2001). The aim of the…

  14. Inspiring Creative Writing through Conversation.

    Science.gov (United States)

    Houpt, Sheri

    1984-01-01

    The use of foreign language classroom conversation as a prewriting exercise, to help students discover composition topics, discuss the pros and cons, shape the narrative or thesis, and gather detail in a coherent way, launches the composition process and makes the homework of writing and proofreading more interesting and initially less difficult.…

  15. Teaching Argument Writing to ELLs

    Science.gov (United States)

    Ferlazzo, Larry; Hull-Sypnieski, Katie

    2014-01-01

    "How in the world are we supposed to apply the Common Core writing standards to teaching English language learners?" The authors propose a tentative answer to a question that has been troubling educators of late. Educators, they suggest, need to keep in mind three crucial elements: Students should (1) begin by reading more informational…

  16. Self and Language Anxiety

    OpenAIRE

    Yi-Wen Huang

    2014-01-01

    This paper discusses relationships between language anxiety and self. Self refers to an individual’s (a) self-confidence, (b) language ego, L2/FL self or identity developed during second or foreign language learning, or a combination of both L1 self and L2/FL self. Based on previous literature on language anxiety and L2 or FL learning, language learners’ self-confidence might imply a lack of language anxiety which enhances language achievement (e.g., Casado & Dereshiwsky, 2004; Clément, 1...

  17. Language Constructing Language: The Implications of Reflexivity for Linguistic Theory.

    Science.gov (United States)

    Taylor, Talbot J.

    2000-01-01

    Asks what first-order language might be like if there were no way to talk, write, or sign about it--that is, what if there were no second-order metalanguage. By considering the consequences for writing, translation, pragmatics, semantics, and language acquisition and evolution, it is suggested that without second-order, reflexive properties,…

  18. Deciphering Maya Hieroglyphic Writing: The State of the Art.

    Science.gov (United States)

    Fields, Virginia M.

    1990-01-01

    Describes the historical approaches to the decipherment of ancient Maya writing. Asserts that Mayan hieroglyphics are recognized as true writing because they represent the sounds and structure of spoken language. Discusses the history of Maya hieroglyphic writing and how it was used in that civilization. (PRA)

  19. Getting Past "Just Because": Teaching Writing in Science Class

    Science.gov (United States)

    Grymonpre, Kris; Cohn, Allison; Solomon, Stacey

    2012-01-01

    How many times do teachers assign writing in science class only to be exasperated by their students' lack of writing skills? They often have difficulty making claims and using evidence; instead of explaining their reasoning, they state, "Just because." But teaching writing isn't just for English/language arts (ELA) class. Over the past two years,…

  20. Networks and Project Work: Alternative Pedagogies for Writing with Computers.

    Science.gov (United States)

    Susser, Bernard

    1993-01-01

    Describes three main uses of computers for writing as a social activity: networking, telecommunications, and project work. Examines advantages and disadvantages of teaching writing on a network. Argues that reports in the literature and the example of an English as a foreign language writing class show that project work shares most of the…