WorldWideScience

Sample records for language l1 writing

  1. Revising in two languages: A multidimensional comparison of online writing revisions in L1 en FL

    NARCIS (Netherlands)

    M. Stevenson; R. Schoonen; K. de Glopper

    2006-01-01

    It has frequently been claimed that, in foreign language writing, attention to linguistic processes inhibits attention available for higher level conceptual processing [e.g., Chenoweth & Hayes, 2001; Whalen & Ménard, 1995]. This study examines this hypothesis for foreign language revision processes

  2. L1 Frequency in Foreign Language Acquisition: Recurrent Word Combinations in French and Spanish EFL Learner Writing

    Science.gov (United States)

    Paquot, Magali

    2017-01-01

    This study investigated French and Spanish EFL (English as a foreign language) learners' preferred use of three-word lexical bundles with discourse or stance-oriented function with a view to exploring the role of first language (L1) frequency effects in foreign language acquisition. Word combinations were extracted from learner performance data…

  3. Do L2 Writing Courses Affect the Improvement of L1 Writing Skills via Skills Transfer from L2 to L1?

    Science.gov (United States)

    Gonca, Altmisdort

    2016-01-01

    This study investigates the relationship of second language (L2) writing skills proficiency with the first language (L1) writing skills, in light of the language transfer. The study aims to analyze the positive effects of L2 writing proficiency on L1 writing proficiency. Forty native Turkish-speaking university students participated in the study.…

  4. Revising in two languages : A multi-dimensional comparison of online writing revisions in L1 and FL

    NARCIS (Netherlands)

    Stevenson, Marie; Schoonen, Rob; de Glopper, Cornelis

    2006-01-01

    It has frequently been claimed that, in foreign language writing, attention to linguistic processes inhibits attention available for higher level conceptual processing [e.g., Chenoweth & Hayes, 2001; Whalen & Menard, 1995]. This Study examines this hypothesis for foreign language revision processes

  5. Voice and Narrative in L1 Writing

    DEFF Research Database (Denmark)

    Krogh, Ellen; Piekut, Anke

    2015-01-01

    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...

  6. Comparing Language Use in the Writing of Developmental Generation 1.5, L1, and L2 Tertiary Students

    Science.gov (United States)

    Doolan, Stephen M.

    2014-01-01

    Developmental composition courses serve a sizable and growing number of Generation 1.5 students, or long-term U.S. resident language learners, and it is believed that language challenges may be part of Generation 1.5 writers' difficulty in controlling the academic register. The current study investigates possible similarities and differences…

  7. Modeling the Development of L1 and EFL Writing Proficiency of Secondary School Students

    NARCIS (Netherlands)

    Schoonen, Rob; van Gelderen, Amos; Stoel, Reinoud D.; Hulstijn, Jan; de Glopper, Cornelis

    2011-01-01

    This longitudinal study investigates the development of writing proficiency in English as a foreign language (EFL), in contrast to the development of first language (L1) writing proficiency in Dutch L1, in a sample of almost 400 secondary school students in the Netherlands. Students performed severa

  8. Modeling the development of L1 and EFL writing proficiency of secondary school students

    NARCIS (Netherlands)

    Schoonen, R.; van Gelderen, A.; Stoel, R.D.; Hulstijn, J.; de Glopper, K.

    2011-01-01

    This longitudinal study investigates the development of writing proficiency in English as a foreign language (EFL), in contrast to the development of first language (L1) writing proficiency in Dutch L1, in a sample of almost 400 secondary school students in the Netherlands. Students performed severa

  9. L1 use during L2 writing: an empirical study of a complex phenomenon

    NARCIS (Netherlands)

    D. van Weijen; H. van den Bergh; G. Rijlaarsdam; T. Sanders

    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

  10. The Impact of L1 Writing System on ESL Knowledge of Vowel and Consonant Spellings

    Science.gov (United States)

    Martin, Katherine I.

    2017-01-01

    Orthographic knowledge, the general ability to learn, store, and use information about the orthographic form of words (Stanovich & West, 1989), is a crucial skill for supporting literacy. Although the development of first language (L1) orthographic awareness is impacted by the characteristics of a learner's L1 writing system, relatively little…

  11. 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.…

  12. EXPLORING L1 INTERFERENCE IN THE WRITINGS OF KADAZANDUSUN ESL STUDENTS

    Directory of Open Access Journals (Sweden)

    Chelster Sherralyn Jeoffrey Pudin

    2015-07-01

    Full Text Available For many ethnic KadazanDusuns from Sabah, North Borneo, English is a third language after their mother tongue and Malay. The burden of having to contend with an additional language frequently leads to errors, particularly those caused by interference from the first language (L1. This study set out to identify the types and frequency of English language errors and their correlations in the writing of KadazanDusun ESL students at Universiti Malaysia Sabah. A further aim of the study was to establish which of these errors could be attributed to L1 interference. A total of 54 students with lower Malaysian University Entrance Test (MUET band scores were asked to complete a questionnaire and write a short essay on a designated topic. The language errors were categorized and analysed via statistical analysis. Errors considered to be related to L1 interference were then identified after consultation with an experienced KadazanDusun language lecturer. The most common errors were those involving singular /plural nouns and unusual sentence structures. The results show that approximately 25% of the errors were attributable to L1 interference, i.e. mode (normal/involuntary, voice (actor (-ing form /undergoer (-ed form, overuse of article, linker (when linker is used, no article is needed, auxiliary verb and direct translation. The findings of this study give ESL practitioners a better insight into student errors and should lead to improved writing performance in the classroom.

  13. Voice in High-Stakes L1 Academic Writing Assessment: Implications for L2 Writing Instruction

    Science.gov (United States)

    Zhao, Cecilia Guanfang; Llosa, Lorena

    2008-01-01

    Despite the debate among writing researchers about its viability as a pedagogical tool in writing instruction [e.g., Helms-Park, R., & Stapleton, P. (2003). "Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications." "Journal of Second Language Writing," 12 (3),…

  14. "Does the Mirror Speak My Language?" A Comparison of L1 and L2 Student Reflections on Their Experiences in a Small-Group Writing Tutorial

    Science.gov (United States)

    Kelly, Lauren J.

    2016-01-01

    Reflection has often been considered a powerful tool for students in composition, helping them develop rhetorical awareness and the ability to transfer their knowledge to future writing tasks. However, the methods that promote reflection have often been debated, and students have considered the process both puzzling and difficult. Furthermore, few…

  15. 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…

  16. THE ROLE OF L1 IN SECOND LANGUAGE ACQUISITION (SLA)

    Institute of Scientific and Technical Information of China (English)

    LiuTianyun

    2004-01-01

    This paper based on the related SLA theories, attempts to present the development of the roles of the first language on language learning before focusing on what have been found in this area. The purpose of the writing is to call the public attention on the rediscovery of the role L1 plays in SLA.

  17. First Language/Second Language: Acquisition, Writing, and Cognitive Development.

    Science.gov (United States)

    Diaz, Diana M.

    Scholars from varied disciplines--first language (L1) acquisition, second language (L2) acquisition, composition research, and cognitive psychology--have found a high level of permeability in their search for more effective classroom models of writing instruction. Among the most influential work in this area has been Stephen Krashen's theory of L2…

  18. 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…

  19. L1 Writing Experiences and L2 Writing Instruction : University Entrance Exams in Japan

    OpenAIRE

    Ross, Paul; Paul, ROSS

    2005-01-01

    This poper examines an L1 learning experience shared by many EFL students in Japan: writing an essay in Japanese on university entrance exams. The main purpose is to identify the features of the experience that L2 writing teachers need to address in their classrooms. The major issues that are investigated are 1) what kind of writing students are expected to do on the exams, 2) what the purpose of the essay question is, and 3) what kind of training students receive to improve their writing ski...

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

    NARCIS (Netherlands)

    Tillema, M.

    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)

  1. 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,…

  2. 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.

  3. Improving Writing Skills of Thai EFL Students by Recognition of and Compensation for Factors of L1 to L2 Negative Transfer

    Science.gov (United States)

    Sersen, William J.

    2011-01-01

    The purpose of this research is to utilize an experimental-education technique for improving the writing skills of Thai EFL (English as a Foreign Language) students. This improvement of skills is sought by making the student-participants in this study consciously aware of those specific aspects of L1 (Language 1, meaning the mother tongue) to L2…

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

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    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.

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

    DEFF Research Database (Denmark)

    Kupatadze, Ketevan; Chiu, Scott C.; Cozart, Stacey Marie

    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....../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 teaching and learning L2 writing......, and at the same time develop students’ awareness about the (im)possibilities of direct, seamless transfer of meaning from one language into another. Paper (3): Struggles and strategies: Chinese students’ writing development in a US university Abstract: The increasing number of Chinese undergraduate students...

  6. 过程写作教学中母语思维及母语策略的积极作用%Positive Impacts of L1 Thinking and L1 Strategies on Process Writing Teaching

    Institute of Scientific and Technical Information of China (English)

    张晴华

    2013-01-01

    L1 thinking is a common phenomenon in second language acquisition. Applying L1 strategies in their process of L2 writing is unavoidable to most of the Chinese students. Unlike other writing methods, process-oriented approach tends to focus more on the writing process. It gives priority to critical thinking when organizing the content, aiming to promote the develop⁃ment of language use. The paper attempts to examine the positive influences of L1 thinking and the use of L1 strategies to achieve positive transfer in L2 process writing.%  母语思维是二语习得过程中较为常见的现象。对于多数在母语环境中进行英语写作的中国学生而言,母语策略的运用是一个无法回避的过程。有别于其他写作方法,过程写作法将写作的过程列为教学重心,旨在通过思辩水平的加强来提高语言运用能力。该文试图论证母语思维在英语过程写作法教学中所发挥的积极作用,并对相应母语策略的运用进行探讨。

  7. Generation 1.5 Writing Compared to L1 and L2 Writing in First-Year Composition

    Science.gov (United States)

    Doolan, Stephen M.

    2013-01-01

    Recently, scholars have suggested that "second-language writers" are made up of two distinct groups: Generation 1.5 (long-term U.S.-resident language learners) and more traditional L2 students (e.g., international or recently arrived immigrants). To investigate that claim, this study compares the first-year composition writing of…

  8. Chinese High School Students' L1 Writing Instruction: Implications for EFL Writing in College —— A Qualitative Study

    Institute of Scientific and Technical Information of China (English)

    WangZhaohui

    2004-01-01

    In EFL situation, the college English teaching has been criticized for being "time consuming and low in proficiency".However, in the case of writing, the problem is not only concerned with efficiency, but also the long-lasting poor performance on the students' part. One assumption of the poor performance is that college students are unskilled L1 writers,

  9. 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…

  10. Writing Life 1 in Language 2

    Science.gov (United States)

    Steinman, Linda

    2005-01-01

    What is second language acquisition like from the learner's perspective? I examined published autobiographies authored by those who have documented their language learning journeys. One theme that recurred across the texts was Writing; a sub-theme was Writing life 1 in language 2. Some narrativists/learners described the dissonance, while others…

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

    Science.gov (United States)

    Watcharapunyawong, Somchai; Usaha, Siriluck

    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…

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

    Directory of Open Access Journals (Sweden)

    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.

  13. 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,…

  14. Language Acquisitional Universals: L1, L2, Pidgins, and FLT.

    Science.gov (United States)

    Wode, Henning

    Human capacity for language acquisition is not strictly compartmentalized, with one acquisitional mechanism for the native language and others totally unrelated to it; rather, it consists of a unified mechanism flexible enough to handle various differences in external settings. This learning system operates on the formal properties of the…

  15. Cerebral mechanisms for different second language writing systems.

    Science.gov (United States)

    Koyama, Maki S; Stein, John F; Stoodley, Catherine J; Hansen, Peter C

    2013-09-01

    In this fMRI study, we examined the cerebral processing associated with second language (L2) reading in different writing systems in late L2 learners. To examine the impacts of cross-linguistic differences between the first language (L1) and L2 on learning to read in L2, we employed a bidirectional approach and compared brain activation during single word processing in two groups of late L2 readers: (1) L2 readers of English whose L1 was Japanese (Japanese-L1/English-L2) and (2) L2 readers of Japanese (of syllabic Kana only) whose L1 was English (English-L1/Japanese-L2). During English reading, the L2 readers of English (Japanese-L1/English-L2) exhibited stronger activation in the left superior parietal lobule/supramarginal gyrus, relative to the L1 readers of English (English-L1/Japanese-L2). This is a region considered to be involved in phonological processing. The increased activation in the Japanese-L1/English-L2 group likely reflects the increased cognitive load associated with L2 English reading, possibly because L1 readers of Kana, which has an extremely regular orthography, may need to adjust to the greater phonological demands of the irregular L2 English orthography. In contrast, during Kana reading, the L2 readers of Japanese Kana (English-L1/Japanese-L2) exhibited stronger activation in the lingual gyrus in both the left and right hemispheres compared to the L1 readers of Kana (Japaese-L1/English-L2). This additional activation is likely to reflect the lower level of visual familiarity to the L2 symbols in the English-L1/Japanese-L2 group; Kana symbols are uniquely used only in Japan, whereas Roman alphabetic symbols are seen nearly everywhere. These findings, bolstered by significant relationships between the activation of the identified regions and cognitive competence, suggest that the cerebral mechanisms for L2 reading in late learners depends both on which language is their L1 and which language is to be learnt as their L2. Educational implications

  16. Conflicting Ideologies and Language Policy in Adult ESL: Complexities of Language Socialization in a Majority-L1 Classroom

    Science.gov (United States)

    Mori, Miki

    2014-01-01

    This study looks at how language ideologies affect and are revealed in language socialization practices in a majority-L1 adult ESL classroom, particularly looking at language use and policy. It draws on recent theories and critiques of language socialization (Bayley & Langman, 2011; Bronson & Watson-Gegeo, 2008; Garrett &…

  17. Adult Learners' Perceptions of the Incorporation of Their L1 in Foreign Language Teaching and Learning

    Science.gov (United States)

    Brooks-Lewis, Kimberly Anne

    2009-01-01

    This article challenges the theory and practice of the exclusion of the adult learner's first language (L1) by reporting learners' overwhelmingly positive perceptions of its incorporation in foreign language teaching and learning. Classroom-based research was undertaken with university students in an English as a foreign language course which…

  18. First language and second language writing: the role of linguistic knowledge, speed of processing, and metacognitive knowledge

    NARCIS (Netherlands)

    R. Schoonen; A. van Gelderen; K. de Glopper; J. Hulstijn; A. Simis; P. Snellings; M. Stevenson

    2003-01-01

    In this study the relative importance of linguistic knowledge, metacognitive knowledge, and fluency or accessibility of this linguistic knowledge in both first language (L1; Dutch) and second language (L2; English) writing was explored. Data were collected from 281 grade 8 students. Using structural

  19. First language and second language writing : The role of linguistic knowledge, speed of processing, and metacognitive knowledge

    NARCIS (Netherlands)

    Schoonen, R.; van Gelderen, A.; de Glopper, C.M.; Hulstijn, J.; Snellings, P.; Simis, A.; Stevenson, M.

    2003-01-01

    In this study the relative importance of linguistic knowledge, metacognitive knowledge, and fluency or accessibility of this linguistic knowledge in both first language (L1; Dutch) and second language (L2; English) writing was explored. Data were collected from 281 grade 8 students. Using structural

  20. The Impact of First and Second Languages on Azerbaijani EFL Learners’ Writing Ability

    Directory of Open Access Journals (Sweden)

    Mansour Shabani

    2016-01-01

    Full Text Available There has always been a debate whether or not the learners’ first language (L1 can facilitate the process of learning foreign language. Since foreign language writing (FL is a complicated process, it seems that the role of the learners’ L1 and its effect on FL writing is of great importance in this regard. The present study aimed at investigating the role of Azerbaijani EFL learners’ L1 and L2 (Persian on their FL writing. To meet the purposes of the study, 30 female EFL upper-intermediate students were selected (through running an OPT, who were native speakers of Azerbaijani, with Persian as their L2 and official language of Iranian context. The data were collected through running three writing sessions (in which the participants wrote three essays in each session using Azerbaijani as L1, Persian as L2, and direct writing using the think-aloud protocol, through which they were asked to report their thoughts loudly to record using a tape recorder. In addition, a survey was used to ask their perceptions towards each writing task. The analysis of the data obtained from the evaluation of learners’ writings indicated that the mere use of their L1 or L2 in foreign language writing was by no means helpful for them and they performed better on direct writing task in comparison with the two other ones. It was also found that the majority of the learners (70% had difficulty in generating their ideas using Azerbaijani as their L1. In addition, nearly 77% of them claimed that even in direct writing mode, they made use of their L2 (Persian on the occasions they could not find a proper word or phrase in English. As the implications of the study, it seems that the present study can bring helpful insights for both FL teachers and learners about the roles that Azerbaijani and Persian languages play as the students’ L1 and L2 in FL writing. Keywords: Writing ability, first language, second language, foreign language

  1. 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…

  2. 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...

  3. 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.

  4. The Relationship between First Language (L1) and Second Language (L2) Lexical Development in Young Turkish-German Children

    Science.gov (United States)

    Rinker, Tanja; Budde-Spengler, Nora; Sachse, Steffi

    2017-01-01

    Lexical development in first language (L1) Turkish and second language (L2) German in two- to three-year-old children was examined, using parental vocabulary checklists in Turkish and in German. Children showed strong Turkish dominance in the number of lexical items they produced, which was due to the more frequent exposure to Turkish and higher…

  5. 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.

  6. Changing Currents in Second Language Writing Research: A Colloquium.

    Science.gov (United States)

    Matsuda, Paul Kei; Canagarajah, A. Suresh; Harklau, Linda; Hyland, Ken; Warschauer, Mark

    2003-01-01

    This article is based on an invited colloqium on second language (L) writing presented at the 200 meeting of the American Association for Applied Linguistics. The colloquium featured five second language writing researchers two discussed some of the important currents that have shaped the field of second language writing. (Author/VWL)

  7. Universal Reading Processes Are Modulated by Language and Writing System

    Science.gov (United States)

    Perfetti, Charles A.; Harris, Lindsay N.

    2013-01-01

    The connections among language, writing system, and reading are part of what confronts a child in learning to read. We examine these connections in addressing how reading processes adapt to the variety of written language and how writing adapts to language. The first adaptation (reading to writing), as evidenced in behavioral and neuroscience…

  8. 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…

  9. 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…

  10. Similarities of L1 (Mother Tongue) in Terms of Grammar and Language Structure in Translation

    Science.gov (United States)

    Subramaniam, Vijayaletchumy

    2011-01-01

    Malaysian philosophy, purpose and objective of the education system are rooted and based on policies stated in the National Education Policy 1956 and Education Act 1961. Whereas the Education Ordinance 1952 urged all Chinese and Tamil schools to be given an equal opportunity to learn English and Malay language together with their L1 (mother…

  11. Language-independent talker-specificity in first-language and second-language speech production by bilingual talkers: L1 speaking rate predicts L2 speaking rate.

    Science.gov (United States)

    Bradlow, Ann R; Kim, Midam; Blasingame, Michael

    2017-02-01

    Second-language (L2) speech is consistently slower than first-language (L1) speech, and L1 speaking rate varies within- and across-talkers depending on many individual, situational, linguistic, and sociolinguistic factors. It is asked whether speaking rate is also determined by a language-independent talker-specific trait such that, across a group of bilinguals, L1 speaking rate significantly predicts L2 speaking rate. Two measurements of speaking rate were automatically extracted from recordings of read and spontaneous speech by English monolinguals (n = 27) and bilinguals from ten L1 backgrounds (n = 86): speech rate (syllables/second), and articulation rate (syllables/second excluding silent pauses). Replicating prior work, L2 speaking rates were significantly slower than L1 speaking rates both across-groups (monolinguals' L1 English vs bilinguals' L2 English), and across L1 and L2 within bilinguals. Critically, within the bilingual group, L1 speaking rate significantly predicted L2 speaking rate, suggesting that a significant portion of inter-talker variation in L2 speech is derived from inter-talker variation in L1 speech, and that individual variability in L2 spoken language production may be best understood within the context of individual variability in L1 spoken language production.

  12. 一语、二语迁移对三语写作的影响%The Effects of L1 and L2 Transfer on L3 Writing

    Institute of Scientific and Technical Information of China (English)

    刘玲玉; 孔德明

    2014-01-01

    从一语作文水平、二语作文水平、一语译三语能力、二语译三语能力四个方面考察一语、二语迁移对三语写作的影响,利用单因素方差分析比较发现,一语作文水平、一、二语译三语水平对三语作文水平的影响存在阀限,超过一定的阀限则影响不明显,而二语写作对三语写作的影响是持久性的。需要保持一定的一语写作水平和翻译能力,发展二语写作能力,力求三语写作能力的提高。%By One-way ANOVAs, this study explores the influential factors on L3 writing including L1 and L2 writing proficiency as well as translation ability from L1 to L3 and from L2 to L3. It is found that there is threshold influencing L3 writing by L1 writing and L1and L2 to L3 translation, though the influence is dimin-ishing if the threshold surpasses a certain level. It is also revealed that L2 writing exerts lasting effect on L3 writing. This paper suggests that L1 writing and translation as well as L2 writing are key to the improvement of writing proficiency using 3 different languages.

  13. Reading, Writing, and Reading-Writing in the Second Language Classroom: A Balanced Curriculum

    Science.gov (United States)

    Hsu, Jeng-yih

    2004-01-01

    The notion of integrating reading and writing in L1 and L2 literacy education is not new; however, only until recently has the reading-writing connection received enough attention and been implemented in the teaching of L1 and L2. This paper aims to search for the most current, up-to-dated, approach that best incorporates the idea of…

  14. Research on L1 Transfer in Second Language Acquisition from the Perspective of Markedness Theory

    Institute of Scientific and Technical Information of China (English)

    朱玲霞

    2016-01-01

    Language transfer has always been an essential part in SLA research. As one of the most important constraints, markedness theory has gained much more attention these days. Researchers have made various studies on markdness from different perspectives, among which Chomsky's theory of Universal Grammar (UG) and Eckman's Markedness Differential Hypothesis (MDH) are the most influential ones. This thesis aims to make a review of previous studies in order to improve readers' understanding of L1 transfer from the perspective of markdness theory.

  15. Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale

    Science.gov (United States)

    Sparks, Richard L.; Patton, Jon

    2013-01-01

    The Foreign Language Classroom Anxiety Scale (FLCAS) has been challenged on the grounds that it may also assess language learning skills. In this study, 128 students who had been administered measures of first language (L1) skills in elementary school were followed from 1st to 10th grade. Fifty-three students had completed second language (L2)…

  16. 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…

  17. Teachers' and Students' Amount and Purpose of L1 Use: English as Foreign Language (EFL) Classrooms in Iran

    Science.gov (United States)

    Bozorgian, Hossein; Fallahpour, Sediqe

    2015-01-01

    A surge of interest in using First Language (L1) in English as Second/Foreign Language (L2/EFL) learning has recently been developed. Despite this upsurge, the concern about using L1 by teachers and students in L2/EFL classrooms is still important for researchers to consider in the field. The focus of this study is to investigate the amount and…

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

    DEFF Research Database (Denmark)

    Petersen, Margrethe; Shaw, Philip

    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......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...... 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...

  19. 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…

  20. 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…

  1. Writing through Two Languages: First Language Expertise in a Language Minority Classroom

    Science.gov (United States)

    Kibler, Amanda

    2010-01-01

    Language minority students' writing is often measured solely in terms of its distance from native speaker norms, yet doing so may ignore the process through which these texts are realized and the role that the first language plays in their creation. This study analyzes oral interactions among adolescent second language writers during an extended…

  2. 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.

  3. 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…

  4. Vocabulary Knowledge and Vocabulary Use in Second Language Writing

    Science.gov (United States)

    Johnson, Mark D.; Acevedo, Anthony; Mercado, Leonardo

    2016-01-01

    Research has consistently shown diversity of vocabulary to be an important indicator of second language (L2) writing development as well as L2 writing performance. These studies underscore the importance of vocabulary to L2 writing. However, they provide little to indicate what kind of vocabulary learners of English may need to know in order to…

  5. Multilingualism, Language Policy and Creative Writing in Kenya

    Science.gov (United States)

    Mbithi, Esther K

    2014-01-01

    Language use and creative writing go hand in hand. In the process of exploring language, we also engage in the study of literature. An engagement with literature is, indeed, a continuing process of improving our capacity to use language and refining our sensibility to good language use. In Kenya, there are clearly discernible patterns of creative…

  6. Vague Language and Its Application in Business English Writing

    Institute of Scientific and Technical Information of China (English)

    张识谱

    2014-01-01

    Nowadays, busines let er is one of the most important means of communication. The purpose of this paper is to study how vague language is exploited in writing business let ers, focusing on the application of vague language in Business English writing, and elaborate upon the realization of vagueness.

  7. Spanish-English Writing Structure Interferences in Second Language Learners

    Science.gov (United States)

    López Urdaneta, Julio Lorenzo

    2011-01-01

    Previous studies have drawn some results concerning the way in which second language (L2) students use their first language (L1) when producing texts in their L2. Therefore, this study examines the influence L1 written structure has on L2 written structure when students are asked to carry out assignments in the L2. To answer this question, twenty…

  8. Second Language Perception and Production of English Regular Past Tense: L1 Influence in Phonology and Morphosyntax

    Science.gov (United States)

    Chen, Wen-Hsin

    2016-01-01

    The goal of this study is to provide a better understanding of the influence from first language (L1) phonology and morphosyntax on second language (L2) production and perception of English regular past tense morphology. (Abstract shortened by ProQuest.) [The dissertation citations contained here are published with the permission of ProQuest LLC.…

  9. 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.

  10. 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.

  11. 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…

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

    NARCIS (Netherlands)

    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

  13. 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…

  14. Second Language Writing System Word Recognition (with a focus on Lao

    Directory of Open Access Journals (Sweden)

    Christine Elliott

    2012-01-01

    Full Text Available Learning a second language (L2 with a script different from the learner’s first language (L1 presents unique challenges for both student and teacher. This paper looks at current theory and research examining issues of second language writing system (L2WS acquisition, particularly issues pertaining to decoding and word recognition1 by adult learners. I argue that the importance of word recognition and decoding in fluent L1 and L2 reading has been overshadowed for several decades by a focus on research looking at top-down reading processes. Although top-down reading processes and strategies are clearly components of successful L2 reading, I argue that more attention needs to be given to bottom-up processing skills, particularly for beginning learners of an L2 that uses a script that is different from their L1. I use the example of learning Lao as a second language writing system where possible and suggest preliminary pedagogical implications.

  15. The Writing Development of English Language Learners from Two Grades

    Science.gov (United States)

    Zheng, Xun

    2012-01-01

    The current study is a qualitative case study that investigated the writing development of seven Chinese-speaking English language learners (ELLs) from kindergarten and 3rd-grade ESL classes in an elementary school in the Midwest and intended to discover the factors that affect students' English writing development in a one-year period.…

  16. Assessing Academic Writing in Foreign and Second Languages

    Science.gov (United States)

    Cumming, Alister

    2009-01-01

    Academic writing and education in foreign and second languages both have lengthy histories. Their histories have diverged but also intersected. Matsuda (2005), for example, described the convergence in policies that led to a distinctive discipline of "L2 writing" in higher education in the U.S.A. during the latter part of the 20th century.…

  17. Extensive Writing in Foreign-Language Classrooms: A Blogging Approach

    Science.gov (United States)

    Sun, Yu-Chih

    2010-01-01

    A weblog (blog or Web log) has recently become one of the most widely used Internet applications. The current study concerns developing a blog specifically designed for learners learning English as a foreign language. The study investigated the effects of extensive writing by comparing the writing performance in the first three and the last three…

  18. L1 Use in FL Classrooms: Graduate Students' and Professors' Perceptions of English Use in Foreign Language Courses

    Science.gov (United States)

    Gaebler, Patrick

    2014-01-01

    This report explores participant perspectives on L1 (English) use in foreign language classrooms. The study includes data collected from 25 participants, 23 students and 2 professors, from the Monterey Institute of International Studies (MIIS). A combination of classroom observations, interviews, and questionnaires were used to collect data. The…

  19. Academic Language Socialization in High School Writing Conferences

    Science.gov (United States)

    Gilliland, Betsy

    2014-01-01

    This study examines multilingual high school writers' individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents' writing. Addressing adolescent writers' language socialization through microethnographic discourse analysis, the author…

  20. Writing Profiles of Deaf Children Taught through British Sign Language

    Science.gov (United States)

    Burman, Diana; Nunes, Terezinha; Evans, Deborah

    2007-01-01

    Congenitally, profoundly deaf children whose first language is British Sign Language (BSL) and whose speech is largely unintelligible need to be literate to communicate effectively in a hearing society. Both spelling and writing skills of such children can be limited, to the extent that no currently available assessment method offers an adequate…

  1. 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…

  2. The effectiveness of comprehensive corrective feedback in second language writing

    NARCIS (Netherlands)

    van Beuningen, C.G.

    2011-01-01

    Corrective feedback (CF) or error correction is a widely used method of targeting linguistic problems in second language (L2) learners’ writing. The role of CF in the process of acquiring an L2, however, is an issue of considerable controversy in the field of second language acquisition (SLA). Quest

  3. 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…

  4. Academic Literacy as Language Policy in Community College Developmental Writing

    Science.gov (United States)

    Finn, Heather B.; Avni, Sharon

    2016-01-01

    This qualitative study offers critical insight into how language policy interacts with daily classroom decisions at a large and highly diverse urban community college in the United States. Specifically, it examines the challenges that faculty teaching developmental writing courses for English language learners experience when determining what…

  5. 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…

  6. RESEARCH STUDIES IN SECOND LANGUAGE WRITING AND IN CONTRASTIVE RHETORIC

    Directory of Open Access Journals (Sweden)

    Bambang Yudi Cahyono

    2001-01-01

    Full Text Available The major aim of this article is to review studies of second language writing. The first part deals mainly with the process of writing in the second and first languages. The second part concerns contrastive rhetoric. In this second part, the findings of research studies on the relationship of first and second language rhetoric will be presented. Included in the discussion are research studies on contrastive rhetoric in the Indonesian context. The last section of this article concludes the discussion and proposes the implementation of more research on the relationship between Indonesian rhetoric and English rhetoric in essays written by Indonesian learners of English.

  7. 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.…

  8. 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…

  9. 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.

  10. An L1-script-transfer-effect fallacy: a rejoinder to Wang et al. (2003).

    Science.gov (United States)

    Yamada, Jun

    2004-09-01

    Do different L1 (first language) writing systems differentially affect word identification in English as a second language (ESL)? Wang, Koda, and Perfetti [Cognition 87 (2003) 129] answered yes by examining Chinese students with a logographic L1 background and Korean students with an alphabetic L1 background for their phonological and orthographic processing skills on English word identification. Such a conclusion is premature, however. We propose that the L1 phonological system (rather than the L1 writing system) of the learner largely accounts for cognitive processes in learning to read a second language (L2).

  11. Chinese-English biliteracy acquisition: cross-language and writing system transfer.

    Science.gov (United States)

    Wang, Min; Perfetti, Charles A; Liu, Ying

    2005-08-01

    This study investigated cross-language and writing system relationship in biliteracy acquisition of children learning to read two different writing systems-Chinese and English. Forty-six Mandarin-speaking children were tested for their first language (Chinese-L1) and second language (English-L2) reading skills. Comparable experiments in Chinese and English were designed focusing on two reading processes-phonological and orthographic processing. Word reading skills in both writing systems were tested. Results revealed that Chinese onset matching skill was significantly correlated with English onset and rime matching skills. Pinyin, an alphabetic phonetic system used to assist children in learning to read Chinese characters, was highly correlated with English pseudoword reading. Furthermore, Chinese tone processing skill contributed a moderate but significant amount of variance in predicting English pseudoword reading even when English phonemic-level processing skill was taken into consideration. Orthographic processing skill in the two writing systems, on the other hand, did not predict each other's word reading. These findings suggest that bilingual reading acquisition is a joint function of shared phonological processes and orthographic specific skills.

  12. Genre-Based Tasks in Foreign Language Writing: Developing Writers' Genre Awareness, Linguistic Knowledge, and Writing Competence

    Science.gov (United States)

    Yasuda, Sachiko

    2011-01-01

    This study examines how novice foreign language (FL) writers develop their genre awareness, linguistic knowledge, and writing competence in a genre-based writing course that incorporates email-writing tasks. To define genre, the study draws on systemic functional linguistics (SFL) that sees language as a resource for making meaning in a particular…

  13. Impacts of Online Technology Use in Second Language Writing: A Review of the Literature

    Science.gov (United States)

    Lin, Show Mei; Griffith, Priscilla

    2014-01-01

    This article reviews the literature on computer-supported collaborative learning in second language and foreign language writing. While research has been conducted on the effects of online technology in first language reading and writing, this article explores how online technology affects second and foreign language writing. The goal of this…

  14. The Effect of Knowledge about the L1 on Foreign Language Skills and Grammar.

    Science.gov (United States)

    Lasagabaster, David

    2001-01-01

    Examines the effect of knowledge about language on the learning of foreign language skills and grammar. Students (n=252) completed a questionnaire, metalinguistic awareness test, Raven's Progressive Matrices Test, a linguistic creativity test, and English tests. Hypothesized that students' knowledge about language would have a significant effect…

  15. Approaching Pedagogical Language Knowledge through Student Teachers: Assessment of Second Language Writing

    Science.gov (United States)

    Aalto, Eija; Tarnanen, Mirja

    2015-01-01

    The article examines student teachers' pedagogical language knowledge. The analysis is based on data from an applied task in which Finnish student teachers (n = 221) of 16 school subjects assessed second language (SL) learners' writing skills. First, we briefly discuss subject teachers' role in language and literacy teaching in the multilingual…

  16. Adaptation Analysis of L1 Negative Transfer in L2 Writing%大学英语写作母语负迁移现象的顺应分析

    Institute of Scientific and Technical Information of China (English)

    陈伟红

    2012-01-01

    With the framework of the linguistic theory of adaptation,the study intends to analyze L1 negative transfer of linguistic structures and that of discourse thinking patterns in L2 writing based on L2's physical and cognitive factors.The study finds that L1 negative transfer in L2 writing is caused by language users' failure of dynamic adaptation to L2 writing context factors(including physical,social and mental factors,etc.)%本文以顺应论为理论框架,从二语物理语境因素和二语社会认知语境因素两方面分别展开大学英语写作的语言结构母语负迁移和语篇思维模式母语负迁移现象的定性分析。研究发现,二语写作母语负迁移问题是由于语言使用者忽视了二语写作语境相关因素(如物理因素、文化思维因素等)的动态顺应而导致的。

  17. 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…

  18. 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.

  19. The Interactional Approach to The Teaching Of Writing and Its Implications for Second Language Acquisition

    Directory of Open Access Journals (Sweden)

    Lies Amin Lestari

    2006-01-01

    Full Text Available 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.

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

    Directory of Open Access Journals (Sweden)

    Lies Amin Lestari

    2008-01-01

    Full Text Available 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.  

  1. Modeling the Process of Summary Writing of Chinese Learners of English as a Foreign Language

    Science.gov (United States)

    Li, Jiuliang

    2016-01-01

    In language learning contexts, writing tasks that involve reading of source texts are often used to elicit more authentic integrative language use. Thus, interests in researching these read-to-write tasks in general and as assessment tasks keep growing. This study examined and modeled the process of summary writing as a read-to-write integrated…

  2. Writing and reading: connections between language by hand and language by eye.

    Science.gov (United States)

    Berninger, Virginia W; Abbott, Robert D; Abbott, Sylvia P; Graham, Steve; Richards, Todd

    2002-01-01

    Four approaches to the investigation of connections between language by hand and language by eye are described and illustrated with studies from a decade-long research program. In the first approach, multigroup structural equation modeling is applied to reading and writing measures given to typically developing writers to examine unidirectional and bidirectional relationships between specific components of the reading and writing systems. In the second approach, structural equation modeling is applied to a multivariate set of language measures given to children and adults with reading and writing disabilities to examine how the same set of language processes is orchestrated differently to accomplish specific reading or writing goals, and correlations between factors are evaluated to examine the level at which the language-by-hand system and the language-by-eye system communicate most easily. In the third approach, mode of instruction and mode of response are systematically varied in evaluating effectiveness of treating reading disability with and without a writing component. In the fourth approach, functional brain imaging is used to investigate residual spelling problems in students whose problems with word decoding have been remediated. The four approaches support a model in which language by hand and language by eye are separate systems that interact in predictable ways.

  3. IMPLICATION FOR SECOND LANGUAGE LEARNING AND LANGUAGE PEDAGOGY BY ANALYZING ERRORS IN COLLEGE STUDENTS' WRITINGS

    Institute of Scientific and Technical Information of China (English)

    YanLidong

    2004-01-01

    Many linguists and teachers have become more aware of thelong-term value of Error Analysis as a chief means of assessinglearner's language. The present paper will focus on analyzing theerrors in college students' compositions. Firstly, it describes indetail the errors in students' writings, then analyzes the maintypes and causes of errors in students' writing, and then isconcerned with the implication for second language learning onthe basis of error analysis. In addition, it discusses theappropriate attitude toward students' errors and error correction.

  4. How Much L1 Is Too Much? Teachers' Language Use in Response to Students' Abilities and Classroom Interaction in Content and Language Integrated Learning

    Science.gov (United States)

    Lo, Yuen Yi

    2015-01-01

    In Content and Language Integrated Learning (CLIL) classrooms where students' L2 proficiency has not reached the threshold level, teachers have been observed to use L1 to assist students in grasping specific technical terms and abstract concepts. It is argued to be a 'realistic' approach to the learning problems caused by students' limited L2…

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

    Directory of Open Access Journals (Sweden)

    Higareda Sandra

    2009-11-01

    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. Key words: First language, critical pedagogy, phatic communion 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. Palabras clave: Lengua materna, pedagogía crítica, comunión fática

  6. An Analysis of the CET English Writing Tests from the Perspective of Language Testing

    Institute of Scientific and Technical Information of China (English)

    李丽娜

    2014-01-01

    This article is mainly talked about CET English writing tests from the perspective of language testing. Writing tests de-signed to test the language proficiency, have direct and integrative characteristics. Writing requires the candidates to use language accurately, fluently and appropriately.

  7. Writing Learning Outcomes for English Language Lessons in Multilingual Schools

    Science.gov (United States)

    Jones, Sally Ann

    2016-01-01

    This article proposes a pedagogic innovation in teacher education by articulating a method for writing learning outcomes for English language lessons in multilingual school contexts. The argument for this approach is founded on curriculum studies; however, the practice also draws specifically on applied psycholinguistic and sociolinguistic…

  8. Formative Assessment of Writing in English as a Foreign Language

    Science.gov (United States)

    Burner, Tony

    2016-01-01

    Recognizing the importance of formative assessment, this mixed-methods study investigates how four teachers and 100 students respond to the new emphasis on formative assessment in English as a foreign language (EFL) writing classes in Norway. While previous studies have examined formative assessment in oral classroom interactions and focused on…

  9. 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…

  10. Language Simulations: The Blending Space for Writing and Critical Thinking

    Science.gov (United States)

    Kovalik, Doina L.; Kovalik, Ludovic M.

    2007-01-01

    This article describes a language simulation involving six distinct phases: an in-class quick response, a card game, individual research, a classroom debate, a debriefing session, and an argumentative essay. An analysis of student artifacts--quick-response writings and final essays, respectively, both addressing the definition of liberty in a…

  11. 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.

  12. Second Language Data Analysis——From three pieces of Chinese students’ writing

    Institute of Scientific and Technical Information of China (English)

    2007-01-01

    <正>Through analyzing the collected samples which are from three Chinese-English learners in ICLE project(Portsmouth Chinese-English learner corpus),this analysis project aims to describe the grammatical status of some non-native features in Chinese students’ writing and answer the following two questions:①Do these features seem to be performance mistakes(i.e.are they random) or is there evidence that they reflect an interlanguage grammar(ILG)(i.e.where they appear to be systematic errors)?②In the case of systematic errors,do they seem to be errors transferred from the L1(first language of the students) or do they seem to be developmental errors(shared by learners from other L1 backgrounds)?

  13. 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…

  14. Metadiscourse repertoire of L1 Mandarin undergraduates writing in English : a cross-contextual, cross-disciplinary study

    OpenAIRE

    Li, Ting; Wharton, Sue

    2012-01-01

    This article presents a qualitative, comparative study of metadiscourse in the academic writing of two groups of undergraduate students working in two different disciplines. The groups of students were: 1) Native speakers of Mandarin studying in China through the medium of English; 2) Native speakers of Mandarin studying in the UK through the medium of English. For each group of students, we examined writing undertaken in two undergraduate disciplinary courses: Literary Criticism and Translat...

  15. Scientific writing training for academic physicians of diverse language backgrounds.

    Science.gov (United States)

    Cameron, Carrie; Deming, Stephanie P; Notzon, Beth; Cantor, Scott B; Broglio, Kristine R; Pagel, Walter

    2009-04-01

    Research articles are the coin of the realm for anyone working in academia, and success or failure to publish determines a biomedical researcher's career path. At the same time, the dramatic increase in foreign faculty and trainees in U.S. academia, as well as in international scientific collaboration, adds another dimension to this developmental vacuum: limited English-language skills. Paradoxically, few programs exist to develop and support the skills needed to accomplish the vital task of writing English-language research articles, which does not come naturally to most. To better prepare all trainees for research careers, editors in the Department of Scientific Publications at The University of Texas M. D. Anderson Cancer Center created an in-depth training program that would target the writing skills gap effectively. Instruction focused on structure, rhetorical organization, and the conventions of biomedical publishing. More than 300 trainees have participated in 22 workshops. Results of a survey of 46 participants at 6 months to 2.5 years after workshop completion indicated that participants from all language backgrounds believed the course to have improved their writing (97.8% strongly agreed or agreed), made it easier to begin a manuscript (80.4%), and helped them to get published (56.8%), with nonnative speakers of English reporting somewhat greater perceived benefit than native English speakers. On the basis of these results, the authors conclude that researchers of varied linguistic backgrounds appreciate the need for, and benefit from, instruction in the conventions of scientific writing.

  16. Second Language Writing in the Mainstream Classroom.

    Science.gov (United States)

    Turner, Lyn

    The case study of a Bulgarian immigrant child's literacy education in English as a Second Language (ESL) is presented. Focus is on the boy's literacy development within the context of a mainstream kindergarten/first grade classroom in Australia. The report details the teacher's observations in the classroom and particularly in the child's writing…

  17. Second Language Acquisition of Reflexive Verbs in Russian by L1 Speakers of English

    Science.gov (United States)

    Alexieva, Petia Dimitrova

    2012-01-01

    This dissertation examines the process of acquisition of semantic classes of reflexive verbs (RVs) in Russian by L2 learners with a native language English. The purpose of this study is to bridge the gap between current linguistic knowledge and the pedagogical literature existing in English on reflexives in Russian. RVs are taught partially and…

  18. 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…

  19. 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......-depth approach useful in understanding the processes of both first and second language performance...... 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...

  20. Metadiscourse Repertoire of L1 Mandarin Undergraduates Writing in English: A Cross-Contextual, Cross-Disciplinary Study

    Science.gov (United States)

    Li, Ting; Wharton, Sue

    2012-01-01

    This article presents a qualitative, comparative study of metadiscourse in the academic writing of two groups of undergraduate students working in two different disciplines. The groups of students were: 1) Native speakers of Mandarin studying in China through the medium of English; 2) Native speakers of Mandarin studying in the UK through the…

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

    Directory of Open Access Journals (Sweden)

    Ekaterina Arshavskaya, PhD

    2015-08-01

    Full Text Available 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 second language writing course. This study presents the rationale for the use of creative writing grounded in critical pedagogy and the context of instruction. Data collection focused on the content of students’ writing and their attitudes towards creative writing and critical pedagogy. The results show that all the participating students found the assignment both enjoyable and beneficial for the development of their writing ability. However, the students’ perceptions of critical pedagogy varied. The author argues for greater employment of creative writing in second language courses in the future.

  2. On Negative Transfer of L1 Thinking in English Writing%从英汉语言差异看母语思维对英语写作负迁移

    Institute of Scientific and Technical Information of China (English)

    李侠

    2011-01-01

    针对大学英语写作中母语思维普遍存在的现象,从词、词组和句子的角度比较英汉语言差异并在学生英语习作中实证观察母语思维负迁移在这些层面常出现的错误,目的是从语言根源上发现一些摆脱母语思维的对应策略,提高学生英语语言构建能力。%This paper compares the language differences between Chinese and English in words,phrases and clauses and demonstrates the mistakes students often make in these aspects due to the negative transfer of L1 thinking as it is commonly observed in students' English writing,aiming to find some measures to get rid of the habit of L1 thinking to improve students' language constructing ability.

  3. 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…

  4. 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…

  5. Writing Back and Forth: The Interplay of Form and Situation in Heritage Language Composition

    Science.gov (United States)

    Martinez, Glenn

    2007-01-01

    Studies in Spanish heritage language writing have recently uncovered two opposing tendencies: "backwards biliteracy" where writing conforms to rhetorical traditions in the dominant language and "forward biliteracy" where writing breaks away from canonical rhetorical traditions and where writers carve out their own, transcultural paths of…

  6. Recycle, Reformulate, Reevaluate: The Three R's for Writing in the Language Classroom.

    Science.gov (United States)

    Swenson, Barbara E.

    A discussion of second language writing instruction illustrates how writing activities can be incorporated into regular classroom activities and outlines strategies for providing purpose, feedback, and assessment while integrating language skills and culture. Three stages in the writing process are identified: (1) recycling previous information…

  7. 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…

  8. 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…

  9. A Study of L1 Transfer on the Use of Attributive Clauses In English Writing%A Study of L1 Transfer on the Use of Attributive Clauses In English Writing

    Institute of Scientific and Technical Information of China (English)

    边宛

    2011-01-01

    This study is carried out to find out the role of LI transfer on the problems of attributive clauses. By the application of Contrastive Analysis and Error Analysis, the study shows, Chinese belongs to the left-branching language, while English is the right- branching one in terms of the structure of attributive clauses.

  10. Learning to write in science: A study of English language learners' writing experience in sixth-grade science classrooms

    Science.gov (United States)

    Qi, Yang

    Writing is a predictor of academic achievement and is essential for student success in content area learning. Despite its importance, many students, including English language learners (ELLs), struggle with writing. There is thus a need to study students' writing experience in content area classrooms. Informed by systemic functional linguistics, this study examined 11 ELL students' writing experience in two sixth grade science classrooms in a southeastern state of the United States, including what they wrote, how they wrote, and why they wrote in the way they did. The written products produced by these students over one semester were collected. Also collected were teacher interviews, field notes from classroom observations, and classroom artifacts. Student writing samples were first categorized into extended and nonextended writing categories, and each extended essay was then analyzed with respect to its schematic structure and grammatical features. Teacher interviews and classroom observation notes were analyzed thematically to identify teacher expectations, beliefs, and practices regarding writing instruction for ELLs. It was found that the sixth-grade ELLs engaged in mostly non-extended writing in the science classroom, with extended writing (defined as writing a paragraph or longer) constituting roughly 11% of all writing assignments. Linguistic analysis of extended writing shows that the students (a) conveyed information through nouns, verbs, adjectives, adverbial groups and prepositional phrases; (b) constructed interpersonal context through choices of mood, modality, and verb tense; and (c) structured text through thematic choices and conjunctions. The appropriateness of these lexicogrammatical choices for particular writing tasks was related to the students' English language proficiency levels. The linguistic analysis also uncovered several grammatical problems in the students' writing, including a limited range of word choices, inappropriate use of mood

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

    Science.gov (United States)

    Min, Lau Sing; Rahmat, Nurhazlini

    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 male gender, Chinese and MUET band…

  12. Rhetorical Meta-Language to Promote the Development of Students' Writing Skills and Subject Matter Understanding

    Science.gov (United States)

    Pelger, Susanne; Sigrell, Anders

    2016-01-01

    Background: Feedback is one of the most significant factors for students' development of writing skills. For feedback to be successful, however, students and teachers need a common language--a meta-language--for discussing texts. Not least because in science education such a meta-language might contribute to improve writing training and…

  13. 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…

  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. Functional Language Instruction and the Writing Growth of English Language Learners in the Middle Years

    Science.gov (United States)

    Humphrey, Sally; Macnaught, Lucy

    2016-01-01

    In this article the authors report on the use of a scaffolding pedagogy (Gibbons, 2009), informed by systemic functional linguistics, to support the writing of English language learners in middle years curriculum learning. They focus on the work of one teacher and her English class across the first 18 months of a longitudinal design-based literacy…

  16. Enlightenment from Rethinking Writing Teaching Approaches——From Second Language Acquisition Aspect

    Institute of Scientific and Technical Information of China (English)

    李堂英

    2012-01-01

      English writing is a complex integrative process of compres-sive skil , which is dif icult to master in a short period, especial y for middle school students. However, writing teaching is an essential part in language learning process. The paper tries to rethinking the writing teaching process, and gives some advice for writing teaching in class so as to help student’s improve their English writing level.

  17. Cooperative Writing Response Groups: Revising Global Aspects of Second-Language Writing in a Constrained Educational Environment

    Science.gov (United States)

    Porto, Melina

    2016-01-01

    This article describes a cooperative writing response initiative designed to develop writing skills in foreign/second-language contexts (hereafter L2). The strategy originated from my desire to cater for my learners' need to become better writers in English within a constrained educational environment in Argentina. In this article I describe this…

  18. EFL Students’ Writing Strategies in Saudi Arabian ESP Writing Classes: Perspectives on Learning Strategies in Self-access Language Learning

    Directory of Open Access Journals (Sweden)

    Mohammad Alnufaie

    2012-12-01

    Full Text Available This study was part of a PhD research to explore the writing strategies of 121 second-year undergraduate Saudi student writers who are studying English as a foreign language and for specific purposes in one of the Saudi industrial colleges: Jubail Industrial College (JIC. The writing strategies under investigation had been classified into two categories (process-oriented writing strategies and product-oriented writing strategies based on their instructional philosophies. A strategy questionnaire was designed to collect data. Although JIC writing classes were assumed to be product-oriented as reported by the majority of the participants’ description of their teachers’ writing approach, the results showed that almost all of the participants (95.9% were mixing the two kinds of strategies. More surprisingly, the top five writing strategies used by the participants were process-oriented.

  19. 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.

  20. 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.

  1. 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…

  2. Students' Perceptions of Wiki-Based Collaborative Writing for Learners of English as a Foreign Language

    Science.gov (United States)

    Chao, Yu-Chuan Joni; Lo, Hao-Chang

    2011-01-01

    This study proposes a Wiki-based collaborative writing approach to the writing process for EFL (English as a foreign language) learners. A five-stage computer-mediated collaborative writing project including collaborative planning, partitioned drafting, peer-revising, peer-editing, and individual publishing was blended with on-campus English…

  3. 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…

  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. 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…

  6. Leveling the Playing Field: The Efficacy of Thinking Maps on English Language Learner Students' Writing

    Science.gov (United States)

    Cooks, Jamal; Sunseri, Anita

    2014-01-01

    Many students, especially English language learners (ELLs), struggle with writing expository texts. This study examined the impact of several writing strategies on ELLs' writing skills, including prewriting strategies and scaffolding strategies inherent in the Thinking Maps (TM) program. The purpose of the study was to see if ELLs were able to use…

  7. 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…

  8. An Academic Writing Needs Assessment of English-as-a-Second-Language Clinical Investigators

    Science.gov (United States)

    Wang, Min-Fen; Bakken, Lori L.

    2004-01-01

    Introduction: Academic writing for publication is competitive and demanding for researchers. For the novice English-as-a-second-language (ESL) researcher, the pressure to publish compounds the difficulties of mastering the English language. Very few studies have used ESL graduate and post-graduate students as academic writing research subjects.…

  9. The Crucial Point in Time Where Thai Students Are Introduced English Language Writing

    Science.gov (United States)

    Dueraman, Bayatee

    2015-01-01

    There have been interests in finding appropriate ways in which students learn to write in English as a second or foreign language (ESL/EFL). Educators should be aware that ESL/EFL learners are less privileged in terms of exposure to the target language when compared to their English native speaker counterparts. Ironically, writing instructions to…

  10. 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…

  11. A Practice-Oriented Definition of Post-Process Second Language Writing Theory

    Science.gov (United States)

    Kalan, Amir

    2014-01-01

    This article is a synthesis of the scholarly literature on the post-process approach to teaching second language (L2) writing, particularly college and university composition in English as an additional language. This synthesis aims to offer a definition of post-process L2 writing that can readily lend itself to practice and be more accessible to…

  12. The effect of enhanced lexical retrieval on second language writing : A classroom experiment

    NARCIS (Netherlands)

    Snellings, P; de Glopper, Kees; van Gelderen, A.

    2004-01-01

    Lexical retrieval is an essential subprocess in language production, and its efficiency is crucial for writing. To improve writing quality in a second language, we developed an experimental, computerized training for improving fluency of lexical retrieval in a classroom setting, applying techniques

  13. 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…

  14. 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…

  15. Translingualism in Composition Studies and Second Language Writing: An Uneasy Alliance

    Science.gov (United States)

    Williams, Julia; Condon, Frankie

    2016-01-01

    Although some translingual advocates call for collaboration amongst composition studies, translingual, and second language writing theorists, current misinterpretations of translingual theory represent the field of second language writing in a negative light, making an alliance amongst the scholars of these fields unlikely. Translingualism is…

  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. The Negative Transfer of Mother Language in Middle School Students’English Writing

    Institute of Scientific and Technical Information of China (English)

    蒲理英

    2014-01-01

    The negative transfer of mother language has always been obstructing students in their English writing.This paper attempts to reveal the phenomenon of negative transfer in students’ English writing and briefly gives some suggestions to reduce the negative transfer of mother language.

  18. The Negative Transfer of Mother Language in Middle School Students’ English Writing

    Institute of Scientific and Technical Information of China (English)

    蒲理英

    2014-01-01

    The negative transfer of mother language has always been obstructing students in their English writing.This paper attempts to reveal the phenomenon of negative transfer in students’ English writing and briefly gives some suggestions to reduce the negative transfer of mother language.

  19. 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…

  20. 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…

  1. 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…

  2. Story Writing Skills of Adults with a History Language-Impairment

    Science.gov (United States)

    Smith-Lock, Karen M.; Nickels, Lyndsey; Mortensen, Lynne

    2009-01-01

    The purpose of this study was to investigate the story writing skills of adults with a history of oral language impairment. It was hypothesized that writing text would pose difficulty for adults with a history of language impairment (LI), and that this difficulty would manifest itself as reduced grammatical complexity and increased errors in…

  3. 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…

  4. Multilingual dyslexia in university students: Reading and writing patterns in three languages.

    Science.gov (United States)

    Lindgrén, Signe-Anita; Laine, Matti

    2011-09-01

    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 errors. Dyslexic impairments were most conspicuous in word and sentence segmentation, accuracy in oral text reading, single word writing to dictation and free writing across the three languages, most prominently in English. The writing tasks exhibited significantly higher proportions of phoneme-to-grapheme errors in the dyslexia group, especially in English, and marginal differences in inflectional errors, again discernible in English. The results indicate that language proficiency and orthographic depth modulate the appearance of high-performing multilinguals' dyslexic problems in reading and writing. These problems surfaced most clearly in a less proficient foreign, orthographically opaque language.

  5. Interpretation of language transfer L2 →L1 from the perspective of intercultural communication%跨文化交际视域下的L2→L1语言迁移模式解读

    Institute of Scientific and Technical Information of China (English)

    刘金梅

    2012-01-01

    语言迁移通常被理解为一种跨语言影响,即目的语与任何其它先前已经习得的语言之间的异同导致的影响。很多研究者都比较关注第一语言对第二语言的负迁移或者干扰,对国内外语学习者而言即是第一语言(母语亦即汉语)对第二语言(目的语亦即英语)的;童面影响,也就是汉语负迁移如何妨碍英语习得和交际的问题。随着英语和汉语广泛的接触和不断发展,两种语言相互间产生的影响越来越明显,这些影响体现了汉语书面语和口语中的英语化特征。本文试图从跨文化交际视角解读L2→L1迁移模式,将英语对汉语的影响置于“跨语言影响”的概念下进行理解和解释,从词汇、句法、语用三个层面探讨目的语(英语)对母语(汉语)的影响,以验证L2→L1迁移模式的广泛存在,拓展对英汉语用迁移的理解。%Language transfer has been defined as the cross -linguistic influence, i.e. influence resulted from the differences and similarities between the target language and any other previously learned language which is usually one's first languageL1 ). Many researchers have focused their research on the negative transfer or interference of ihe first language to the second language ( L2 ) . As for the EFL in China, it is the negative effect of learners'native language Chinese----on learners'acquisition and use of the foreign language English, the LI→L2 transfer. With the integration and development of the two languages, the mutual influence is becoming more and more evident, which is well reflected in the English - based features in Chinese writing and speaking. This paper aims to interpret L2→L1 transfer from the perspective of intercultural communication, to explain and understand the effects of English on Chinese in terms of the cross - linguistic influence, and to explore the effects at the morphological, grammatical and

  6. Predicting Language Learners' Grades in the L1, L2, L3 and L4: The Effect of Some Psychological and Sociocognitive Variables

    Science.gov (United States)

    Dewaele, Jean-Marc

    2007-01-01

    This study of 89 Flemish high-school students' grades for L1 (Dutch), L2 (French), L3 (English) and L4 (German) investigates the effects of three higher-level personality dimensions (psychoticism, extraversion, neuroticism), one lower-level personality dimension (foreign language anxiety) and sociobiographical variables (gender, social class) on…

  7. The Role of Motivation and Learner Variables in L1 and L2 Vocabulary Development in Japanese Heritage Language Speakers in the United States

    Science.gov (United States)

    Mori, Yoshiko; Calder, Toshiko M.

    2015-01-01

    This study investigates the role of motivation and learner variables in bilingual vocabulary development among first language (L1) Japanese students attending hoshuukoo (i.e., supplementary academic schools for Japanese-speaking children) in the United States. One hundred sixteen high school students ages 15-18 from eight hoshuukoo completed…

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

    Directory of Open Access Journals (Sweden)

    Liam Murray

    2007-10-01

    Full Text Available 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 expression, reflection and language acquisition in mandatory blog writings by students at a Third Level Institution. Previously in this research, students were asked, but not required, to keep a personal blog for up to five months; writing only about their language learning strategies and experiences with the declared aim of improving student language learning strategies through self-reflection and self-expression. Students are, this time, required to write and ‘complete’ their academic blog as it represents one compulsory element –with due weighting, given its importance– of a language module assessment. This compulsory blog writing task has raised a number of pedagogical questions which will be explored, such as: effective integration, assessing and rewarding student creative expression within the blog medium, self-reflection as a language learner and ultimately the role and value of academic blog writing in language acquisition.

  9. 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.

  10. WORD PROCESSING AND SECOND LANGUAGE WRITING: A LONGITUDINAL CASE STUDY

    Directory of Open Access Journals (Sweden)

    Alister Cumming

    2001-12-01

    Full Text Available The purpose of this study was to determine whether word processing might change a second language (L2 leamer's writing processes and improve the quality of his essays over a relatively long period of time. We worked from the assumption that research comparing word-processing to pen and paper composing tends to show positive results when studies include lengthy terms of data collection and when appropriate instruction and training are provided. We compared the processes and products of L2 composing displayed by a 29-year-old, male Mandarin leamer of English with intermediate proficiency in English while he wrote, over 8 months, 14 compositions grouped into 7 comparable pairs of topics altemating between uses of a lap-top computer and of pen and paper. Al1 keystrokes were recorded electronically in the computer environrnent; visual records of al1 text changes were made for the pen-and paper writing. Think-aloud protocols were recorded in al1 sessions. Analyses indicate advantages for the word-processing medium over the pen-and-paper medium in terms ofi a greater frequency of revisions made at the discourse level and at the syntactical level; higher scores for content on analytic ratings of the completed compositions; and more extensive evaluation ofwritten texts in think-aloud verbal reports.

  11. 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.

  12. ON THE TNTERFERENCE IN ENGLISH WRITING

    Institute of Scientific and Technical Information of China (English)

    1996-01-01

    <正> English writing is the most difficuh skill for students learning English as for-eign language to achieve because of the cultural influence on language andthe interferences from L1.In this paper,the interferences from L1 on differ-ent 1evels are discussed and the ways to minimize the interferences are sup-plied.

  13. Exploring writing in products in students with language impairments and autism spectrum disorders

    OpenAIRE

    Dockrell, Julie E.; Ricketts, Jessie; Charman, Tony; Lindsay, Geoff

    2014-01-01

    Oral language skills scaffold written text production; students with oral language difficulties often experience writing problems. The current study examines the ways in which oral language problems experienced by students with language impairment (LI) and students with autism spectrum disorders (ASD) impact on their production of written text. One hundred and fifty seven participants (Mage = 10;2) with LI or ASD completed standardized measures of oral language, transcription, working memory,...

  14. Reading and Writing Connections in the Language Arts.

    Science.gov (United States)

    Ediger, Marlow

    Reading and writing are interrelated. What has been read provides material for writing. This paper focuses on reading endeavors that provide subject matter for writing. The paper first recommends reading poetry to the class and states that the teacher should have ready for use an anthology of children's literature. Children can write poems for…

  15. The Examination of the Effects of Writing Strategy-Based Procedural Facilitative Environments on Students' English Foreign Language Writing Anxiety Levels

    OpenAIRE

    Tsiriotakis, Ioanna K.; Vassilaki, Eleni; Spantidakis, Ioannis; Stavrou, Nektarios A. M.

    2017-01-01

    Empirical studies have shown that anxiety and negative emotion can hinder language acquisition. The present study implemented a writing instructional model so as to investigate its effects on the writing anxiety levels of English Foreign Language learners. The study was conducted with 177 participants, who were administered the Second Language Writing Anxiety Inventory (SLWAI; Cheng, 2004) that assesses somatic, cognitive and behavioral anxiety, both at baseline and following the implementati...

  16. An Insight to Students' Perceptions on Teacher Feedback in Second Language Writing Classes

    Science.gov (United States)

    Seker, Meral; Dincer, Ayca

    2014-01-01

    Feedback is one of the crucial elements in language learning and teaching. In second language writing context, the effectiveness of feedback becomes even more important as it has an impact on the whole process of language learning. To increase the effectiveness of feedback, a teacher is expected to use any possible mean(s) available to suit…

  17. Task-Modality and L1 Use in EFL Oral Interaction

    Science.gov (United States)

    Azkarai, Agurtzane; del Pilar García Mayo, María

    2015-01-01

    This study examines whether task-modality (speaking vs. speaking+writing) influences first language (L1) use in task-based English as a foreign language (EFL) learner-learner interaction. Research on the topic has shown that different task-modality triggers different learning opportunities with collaborative speaking tasks drawing learners'…

  18. 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…

  19. 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…

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

    OpenAIRE

    Cho, Tae-Young

    2012-01-01

    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 p...

  1. Integrating the Genre-Based Approach into Teaching Writing in Arabic As a Foreign Language

    OpenAIRE

    Mahmoud Azaz

    2016-01-01

    Research on teaching writing in Arabic as a less commonly taught language is still in its infancy. Motivated by the dearth of research on the integration of the genre-based approach into teaching writing in Arabic and the absence of such an approach, this paper proposes a genre-based framework for teaching writing in Arabic. Building on conclusions drawn from recent research, it proposes four specific guiding principles. Furthermore, it offers a model lesson plan that shows an instru...

  2. Writing Process Products in Intermediate-Grade Children with and without Language-Based Learning Disabilities

    Science.gov (United States)

    Koutsoftas, Anthony D.

    2016-01-01

    Purpose: Difficulties with written expression are an important consideration in the assessment and treatment of school-age children. This study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger (2014) writing process framework. Method: Sixty-four…

  3. Integrating Feedback into Prospective English Language Teachers' Writing Process via Blogs and Portfolios

    Science.gov (United States)

    Arslan, Recep Sahin

    2013-01-01

    The purpose of this study is to investigate the effect of blogging and portfolio keeping on a group of pre-service teachers' writing skill in a compulsory writing course at a tertiary level English language teaching (ELT) programme in Turkey. The study specifically looked into to what extent receiving feedback from course instructor and…

  4. 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…

  5. Thinking Allowed: Integrating Process and Genre into the Second Language Writing Classroom: Research into Practice

    Science.gov (United States)

    Racelis, Juval V.; Matsuda, Paul Kei

    2013-01-01

    The field of second language (L2) writing has moved beyond the false dichotomies between process- and genre-based pedagogies perpetuated in the 1980s and 1990s, but there has still been little research on how the two are actually reconciled in the classroom. Consequently, L2 writing instructors are left with an incomplete picture, unsure how to…

  6. 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…

  7. A Content Area Writing Lab for Preservice Teachers and Second Language Learners.

    Science.gov (United States)

    Frager, Alan M.; Freeman, Colleen

    A description is given of a writing lab in which teacher education students from a content area reading class helped English-as-a-second-language (ESL) learners improve their writing. The activity employed an instructional technique called "reformulation." First, each ESL student wrote a relatively short essay (300-400 words) on a selected topic.…

  8. 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,…

  9. The Skills of A Practical Writing for a Tour Guide(Ⅰ)--Language Differentials

    Institute of Scientific and Technical Information of China (English)

    王静研; 陈忱

    2005-01-01

    This thesis is about the skills of practical writing for Tour Guide.In this article,the differences between English and Chinese are discussed.As a Tour Guide,one needs to grasp these characteristics of the two languages,and has ability of describing sceneries beautifully and accurately by writing.

  10. Reading-Writing Relationships in First and Second Language Academic Literacy Development

    Science.gov (United States)

    Grabe, William; Zhang, Cui

    2016-01-01

    Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…

  11. Capitalising on Learner Agency and Group Work in Learning Writing in English as a Foreign Language

    Science.gov (United States)

    Lin, Zheng

    2013-01-01

    This study investigates the roles of learner agency and group work in learning writing in English as a foreign language (EFL). Through exploratory and participatory action research, this study examines how learner agency and group work function amidst the activity system of task-based EFL writing, especially how they influence and are influenced…

  12. Doing More with Less: The Impact of Lexicon on Dual-Language Learners' Writing

    Science.gov (United States)

    Woolpert, Darin

    2016-01-01

    Dual-language learner (DLL) children typically learn to write while still learning English, with vocabulary appearing to be a particularly vulnerable domain. This study investigates how a reduced English lexicon impacts English writing in DLL children. Participants were 100 Spanish-speaking DLLs and 100 of their monolingual classmates in first…

  13. 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 form…

  14. Ways to help Chinese Students in Senior High School improve language accuracy in writing

    Institute of Scientific and Technical Information of China (English)

    潘惠红

    2015-01-01

    <正>Introduction In Chinese ELT(English language teaching),as in other countries,both fluency and accuracy are considered important either in the teaching or assessment of writing.In this respect,the last decade has seen reforms in the College Entrance Examination in Guangdong Province.With two writing tasks being set as assessment,task one requires students to summarise Chinese language information into five English sentences while the

  15. Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills.

    Science.gov (United States)

    Skibbe, Lori E; Bindman, Samantha W; Hindman, Annemarie H; Aram, Dorit; Morrison, Frederick J

    2013-10-01

    Parental writing support was examined over time and in relation to children's language and literacy skills. Seventy-seven parents and their preschoolers were videotaped writing an invitation together twice during one year. Parental writing support was coded at the level of the letter to document parents' graphophonemic support (letter-sound correspondence), print support (letter formation), and demand for precision (expectation for correcting writing errors). Parents primarily relied on only a couple print (i.e., parent writing the letter alone) and graphophonemic (i.e., saying the word as a whole, dictating letters as children write) strategies. Graphophonemic and print support in preschool predicted children's decoding skills, and graphophonemic support also predicted children's future phonological awareness. Neither type of support predicted children's vocabulary scores. Demand for precision occurred infrequently and was unrelated to children's outcomes. Findings demonstrate the importance of parental writing support for augmenting children's literacy skills.

  16. The Examination of the Effects of Writing Strategy-Based Procedural Facilitative Environments on Students' English Foreign Language Writing Anxiety Levels.

    Science.gov (United States)

    Tsiriotakis, Ioanna K; Vassilaki, Eleni; Spantidakis, Ioannis; Stavrou, Nektarios A M

    2016-01-01

    Empirical studies have shown that anxiety and negative emotion can hinder language acquisition. The present study implemented a writing instructional model so as to investigate its effects on the writing anxiety levels of English Foreign Language learners. The study was conducted with 177 participants, who were administered the Second Language Writing Anxiety Inventory (SLWAI; Cheng, 2004) that assesses somatic, cognitive and behavioral anxiety, both at baseline and following the implementation of a writing instructional model. The hypothesis stated that the participant's writing anxiety levels would lessen following the provision of a writing strategy-based procedural facilitative environment that fosters cognitive apprenticeship. The initial hypothesis was supported by the findings. Specifically, in the final measurement statistical significant differences appeared where participants in the experimental group showed notable lower mean values of the three factors of anxiety, a factor that largely can be attributed to the content of the intervention program applied to this specific group. The findings validate that Foreign Language writing anxiety negatively effects Foreign Language learning and performance. The findings also support the effectiveness of strategy-based procedural facilitative writing environments that foster cognitive apprenticeship, so as to enhance language skill development and reduce feelings of Foreign Language writing anxiety.

  17. The Examination of the Effects of Writing Strategy-Based Procedural Facilitative Environments on Students' English Foreign Language Writing Anxiety Levels

    Science.gov (United States)

    Tsiriotakis, Ioanna K.; Vassilaki, Eleni; Spantidakis, Ioannis; Stavrou, Nektarios A. M.

    2017-01-01

    Empirical studies have shown that anxiety and negative emotion can hinder language acquisition. The present study implemented a writing instructional model so as to investigate its effects on the writing anxiety levels of English Foreign Language learners. The study was conducted with 177 participants, who were administered the Second Language Writing Anxiety Inventory (SLWAI; Cheng, 2004) that assesses somatic, cognitive and behavioral anxiety, both at baseline and following the implementation of a writing instructional model. The hypothesis stated that the participant's writing anxiety levels would lessen following the provision of a writing strategy-based procedural facilitative environment that fosters cognitive apprenticeship. The initial hypothesis was supported by the findings. Specifically, in the final measurement statistical significant differences appeared where participants in the experimental group showed notable lower mean values of the three factors of anxiety, a factor that largely can be attributed to the content of the intervention program applied to this specific group. The findings validate that Foreign Language writing anxiety negatively effects Foreign Language learning and performance. The findings also support the effectiveness of strategy-based procedural facilitative writing environments that foster cognitive apprenticeship, so as to enhance language skill development and reduce feelings of Foreign Language writing anxiety. PMID:28119658

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

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    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.

  19. Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.

    Science.gov (United States)

    Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

    2014-02-01

    The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.

  20. Common Core Writing and Language Standards and Aligned State Assessments: A National Survey of Teacher Beliefs and Attitudes

    Science.gov (United States)

    Troia, Gary A.; Graham, Steve

    2016-01-01

    A random sample of 482 teachers in grades 3 through 8 from across the United States were surveyed about (a) their perceptions of the version of the Common Core writing and language standards adopted by their state and their state's writing assessment, (b) their preparation to teach writing, and (c) their self-efficacy beliefs for teaching writing.…

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

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    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.

  2. Impact of early English language teaching on L1 and L2 development in children in Dutch schools

    NARCIS (Netherlands)

    Goorhuis-Brouwer, Sieneke; de Bot, Kees

    2010-01-01

    This article reports on the outcomes of a project aimed at the evaluation of early English language teaching (EELT) in Dutch primary education, starting at age 4. Between 2003 and 2008 four cohorts of first- and second-grade children receiving one to three hours of English language teaching per week

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

    Science.gov (United States)

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

    2013-09-01

    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 backgrounds of their L1. For Chinese learners, a L1 of the Chinese language (Hanji) and a L2 of the Japanese Kana differed orthographically, whereas for Korean learners, a L1 of Korean Hangul and a L2 of Japanese Kana were similar. Results Our analysis revealed that, although proficiency and the age of acquisition did not differ between the two groups, Chinese learners showed greater activation of the left middle frontal gyrus than Korean learners during L2 word reading. Conclusion Our results provide evidence that strongly supported the hypothesis that cross-linguistic variations in orthography between L1 and L2 induce differential brain activation during L2 word reading, which has been proposed previously.

  4. 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

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    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.

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

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    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.

  6. Rhetorical meta-language to promote the development of students' writing skills and subject matter understanding

    Science.gov (United States)

    Pelger, Susanne; Sigrell, Anders

    2016-01-01

    Background: Feedback is one of the most significant factors for students' development of writing skills. For feedback to be successful, however, students and teachers need a common language - a meta-language - for discussing texts. Not least because in science education such a meta-language might contribute to improve writing training and feedback-giving. Purpose: The aim of this study was to explore students' perception of teachers' feedback given on their texts in two genres, and to suggest how writing training and feedback-giving could become more efficient. Sample: In this study were included 44 degree project students in biology and molecular biology, and 21 supervising teachers at a Swedish university. Design and methods: The study concerned students' writing about their degree projects in two genres: scientific writing and popular science writing. The data consisted of documented teacher feedback on the students' popular science texts. It also included students' and teachers' answers to questionnaires about writing and feedback. All data were collected during the spring of 2012. Teachers' feedback, actual and recalled - by students and teachers, respectively - was analysed and compared using the so-called Canons of rhetoric. Results: While the teachers recalled the given feedback as mainly positive, most students recalled only negative feedback. According to the teachers, suggested improvements concerned firstly the content, and secondly the structure of the text. In contrast, the students mentioned language style first, followed by content. Conclusions: The disagreement between students and teachers regarding how and what feedback was given on the students texts confirm the need of improved strategies for writing training and feedback-giving in science education. We suggest that the rhetorical meta-language might play a crucial role in overcoming the difficulties observed in this study. We also discuss how training of writing skills may contribute to

  7. 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…

  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. Influences on Preservice Writing Instruction during the Secondary English as an Additional Language Practicum in Australia

    Science.gov (United States)

    Nguyen, Minh Hue; Brown, Jill

    2016-01-01

    Informed by a sociocultural perspective on second language teacher education, the present qualitative study investigates three preservice teachers' (PSTs) writing instruction during the English as an Additional Language (EAL) practicum in Australian secondary schools in relation to the multidimensional context of the practicum and the PSTs'…

  10. Demystifying Digitalk: The What and Why of the Language Teens Use in Digital Writing

    Science.gov (United States)

    Turner, Kristen Hawley; Abrams, Sandra Schamroth; Katíc, Elvira; Donovan, Meredith Jeta

    2014-01-01

    The language teens use in digital spaces--from social network posts to instant message chats to text messages--often does not adhere to Standard Written English (SWE). Their digital writing involves a combination of written and conversational languages and often has a digital thumbprint that distinguishes the writer. As a means to understand this…

  11. 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…

  12. Writing, Ideology, and Politics: Orwell's "Politics and the English Language" and English Composition.

    Science.gov (United States)

    Freedman, Carl

    1981-01-01

    Analyzes George Orwell's 1946 essay, "Politics and the English Language," to develop an argument about compositional pedagogy and the nature of writing itself. Points out the dangers of promulgating only the "plain style" of language usage and the paradoxical advantages of combining classical rhetoric with radical politics. (RL)

  13. A Corpus of Writing, Pronunciation, Reading, and Listening by Learners of English as a Foreign Language

    Science.gov (United States)

    Kotani, Katsunori; Yoshimi, Takehiko; Nanjo, Hiroaki; Isahara, Hitoshi

    2016-01-01

    In order to develop effective teaching methods and computer-assisted language teaching systems for learners of English as a foreign language who need to study the basic linguistic competences for writing, pronunciation, reading, and listening, it is necessary to first investigate which vocabulary and grammar they have or have not yet learned.…

  14. Language Identities in Students' Writings about Group Work in Their Mathematics Classroom

    Science.gov (United States)

    Planas, Nuria

    2011-01-01

    In this article, I explore language identities and processes of negotiation concerning parts of these identities as seen by a group of students from a bilingual mathematics classroom. A collection of 10 students' individual writings on the questions "What language do you use during group work in your mathematics class and why?" is…

  15. Bilingualism, Biliteracy, and Learning to Read: Interactions Among Languages and Writing Systems

    Science.gov (United States)

    Bialystok, Ellen; Luk, Gigi; Kwan, Ernest

    2005-01-01

    Four groups of children in first grade were compared on early literacy tasks. Children in three of the groups were bilingual, each group representing a different combination of language and writing system, and children in the fourth group were monolingual speakers of English. All the bilingual children used both languages daily and were learning…

  16. Developing Literary Reading Skills through Creative Writing in German as a Second Language

    Science.gov (United States)

    Urlaub, Per

    2011-01-01

    Literary reading skills in a second language (L2) are essential for student success at the advanced levels of collegiate language instruction. This article introduces an instructional approach that fosters the development of L2 literary reading skills through creative writing activities. First, the article identifies those skills that language…

  17. Teaching Young Dual Language Learners to Be Writers: Rethinking Writing Instruction through the Lens of Identity

    Science.gov (United States)

    Wagner, Christopher J.

    2016-01-01

    Although young dual language students (DLLs) learn to write and use language expressively in ways that differ from monolingual English speakers, these differences are rarely addressed in curricula and instruction. In particular, despite a recent shift in attention to how identities shape literacy practices and motivations, common frameworks for…

  18. Exploring the Role of Noticing in a Three-Stage Second Language Writing Task.

    Science.gov (United States)

    Qi, Donald S.; Lapkin, Sharon

    2001-01-01

    Examines the role of noticing in the second language writing process. A case study was conducted with two Mandarin background adult learners of English as a Second Language. The study documents the relationship of noticing, both in the composing stage and in the reformulation stage, to the improvement of the written product in the posttest of a…

  19. Effects of Reading Strategies and the Writing Process with Written Recasts on Second Language Achievement

    Science.gov (United States)

    Ramirez, Helen; Jones, Don

    2013-01-01

    This study examined the effectiveness of teaching methods used with a second language reading and writing unit. This investigation addressed discrepancies between assessment scores in the four communicative language skill areas of students in beginning-level Spanish classes at a suburban middle school. Accordingly, the purpose of this study was to…

  20. Predicting Writing Development in Dual Language Instructional Contexts: Exploring Cross-Linguistic Relationships

    Science.gov (United States)

    Savage, Robert; Kozakewich, Meagan; Genesee, Fred; Erdos, Caroline; Haigh, Corinne

    2017-01-01

    This study examined whether decoding and linguistic comprehension abilities, broadly defined by the Simple View of Reading, in grade 1 each uniquely predicted the grade 6 writing performance of English-speaking children (n = 76) who were educated bilingually in both English their first language and French, a second language. Prediction was made…

  1. Relations between Early Reading and Writing Skills among Spanish-Speaking Language Minority Children

    Science.gov (United States)

    Goodrich, J. Marc; Farrington, Amber L.; Lonigan, Christopher J.

    2016-01-01

    Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children's Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language)…

  2. Integrating Content and Mechanics in New Language Learners' Writing in the Primary Classroom

    Science.gov (United States)

    Meier, Daniel R.

    2013-01-01

    Writing and literacy development are crucial for the academic and social success of new language learners in the primary grades. Over the last 25 years, several terms have been used to describe the talents and needs of children learning new languages in early childhood settings. The term that the author prefers, and which he uses in this article,…

  3. Lexical Retrieval Processes and Strategies in Second Language Writing: A Synthesis of Empirical Research

    Science.gov (United States)

    Manchon, Rosa M.; Murphy, Liz; Roca, Julio

    2007-01-01

    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…

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

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    Christina Gkonou

    2011-08-01

    Full Text Available 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 speaking and writing anxiety of 128 Greek EFL learners in private language school settings. Speaking anxiety was operationalised by Horwitz, Horwitz, and Copeʼs (1986 Foreign Language Classroom Anxiety Scale, and writing anxiety was measured by Gungle and Taylorʼs (1989 ESL version of the Daly and Millerʼs (1975 Writing Apprehension Test. Interconstruct and intraconstruct associations between the two instruments were examined through principal components analysis with varimax rotation and correlations check. A significant and high correlation was found between classroom anxiety and speaking anxiety, thus indicating that the English language classroom context is a source of speaking anxiety. Writing anxiety was found to load primarily on items relating to attitudes towards writing in English followed by self-derogation for the process and fear of negative evaluation by the teachers and/or by fellow students. On the basis of the findings, suggestions are made concerning the reassessment of the influence that writing anxiety exerts on classroom performance and the adoption of teaching techniques that promote topic-centred process writing.

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

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    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.

  6. Compiler writing system detail design specification. Volume 1: Language specification

    Science.gov (United States)

    Arthur, W. J.

    1974-01-01

    Construction within the Meta language for both language and target machine specification is reported. The elements of the function language as a meaning and syntax are presented, and the structure of the target language is described which represents the target dependent object text representation of applications programs.

  7. 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.

  8. Artful Language: Academic Writing for the Art Student

    Science.gov (United States)

    Apps, Linda; Mamchur, Carolyn

    2009-01-01

    The task of writing about the process of making and contextualising art can be overwhelming for some graduate students. While the challenge may be due in part to limited time and attention to the practice of writing, in a practice-based arts thesis there is a deeper issue: how the visual and written components are attended to in a manner that…

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

    OpenAIRE

    Christina Gkonou

    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...

  10. Disciplinary writing: contributions to the portuguese language teaching in undergraduate

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    Elizabeth Maria da Silva

    2016-09-01

    Full Text Available In this paper we aimed: (1 to describe a proposal for the teaching of writing in undergraduate courses guided by theoretical and methodological principles that underlie the approach of Writing in the Disciplines and (2 to identify and analyze the undergraduate students’ perceptions on the implementation of this type of methodology for teaching writing. For this, we applied a questionnaire to students of Computer Sciences who attended to the discipline Reading and Text Production (RTP, offered for different undergraduate courses at a public university in the interior of Paraiba. The statements of these students point to the recognition that it is necessary to teach writing at university; that this teaching should be specific; that one of the factors contributing to the process of appropriation of academic texts is the practice of writing them; and that the students can be a learning agent, by indicating to the teacher of RTP specific texts in their area.

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

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    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.

  12. 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.…

  13. An Experimental Study on the Influence of L1 Thinking Transfer in the L2 Writing%二语写作中母语思维迁移影响实例分析

    Institute of Scientific and Technical Information of China (English)

    付欣友

    2011-01-01

    母语思维产生的负迁移会阻碍学习者二语写作水平的提高,许多教育研究者主张学习者在二语写作中避免母语思维而直接运用二语思维,从而规避负迁移对写作产生的阻碍。通过实例调查和分析,发现在二语写作中母语思维负迁移影响并不显著,因此"避免母语思维"的要求不能一概而论,应因人而异、合理要求。%The negative transfer of L1 Thinking baffles the improvement of the learners' L2 Writing levels,which is approved by many researchers.They insist that learners use L2 Thinking directly and avoid L1 Thinking in L2 Writing.This study investigates some students who major in Business English and gets a conclusion that negative transfer of L1 Thinking is not distinct,so the writer brings forward the idea that the requirement of avoiding L1 Thinking is not suitable for all level learners,but for proper ones.

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

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    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

  15. The Design and Application of Computer Assisted Language Learning System in Business English Writing course

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    Zhang Xi Wen

    2016-01-01

    Full Text Available The CALL (Computer Assisted Language Learning system is an effective method in business English writing teaching, particularly for students which are non-speaking countries. The CALLS is suited to self-learning because of the Rich scenario module design. Application results are examined by using the methods of group experiments, questionnaires, examinations and others. The CALLS is especially suited to creating a better studying atmosphere among students in the process of business English writing teaching than other methods.

  16. 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...

  17. Similar and/or Different Writing Processes? A Study of Spanish Foreign Language and Heritage Language Learners

    Science.gov (United States)

    Elola, Idoia; Mikulski, Ariana M.

    2016-01-01

    Following a cognitively-oriented framework, this study builds upon the authors' previous work (Elola and Mikulski 2013; Mikulski and Elola 2011), which analyzed writing processes (planning time, execution time, revision time), fluency, and accuracy of Spanish heritage language (SHL) learners when composing in English and in Spanish. By analyzing…

  18. Multiple goals, writing strategies, and written outcomes for college students learning English as a second language.

    Science.gov (United States)

    He, Tung-Hsien; Chang, Shan-Mao; Chen, Shu-Hui Eileen

    2011-04-01

    This study examined relations of achievement goals of writers who are speakers of English as a foreign language (EFL), the frequency of their writing strategy use, and the quality of their writing from a multiple goals perspective. The goal profiles of 57 EFL college students with similar writing proficiency were based on rating items of an unpublished scale; Group 1 had strong mastery and strong performance-approach goals, and two groups included students with only one strong mastery (Group 2) or performance (Group 3) goal. Think-aloud protocols indicated that the participants adopted 21 strategies in an argumentative writing task, classified into five categories. Group 1 was found to use writing strategies of monitoring or evaluating, revising, and compensating significantly more often than the other two groups, and produced better essays. Strong mastery and performance-approach goals might be beneficial for EFL college writers.

  19. Learning Strategies in Alleviating English Writing Anxiety for English Language Learners (ELLs) with Limited English Proficiency (LEP)

    Science.gov (United States)

    Wu, Chia-Pei; Lin, Huey-Ju

    2016-01-01

    This study utilized the Oxford Strategy Inventory for Language Learning (SILL) and an English writing anxiety scale to examine the relationship between learning strategies and English writing anxiety in 102 university-level English language learners (ELLs) with Limited English Proficiency (LEP) in a university in Taiwan. Kruskal Wallis Test…

  20. Learners between childhood and adulthood: assessing writing competences of teens learning French as a foreign language

    OpenAIRE

    Meta Lah

    2016-01-01

    The article introduces learners between two age groups: childhood and adulthood. The aim of the author is to analyse the writing skills of French primary school learners – mostly 14 years old – and to determine which descriptors could be used to assess them. The article begins with a presentation of the learners’ characteristics and continues with a review of the position of the French language in Slovenian primary schools, where French is taught as a second foreign language and an elective s...

  1. Creative Writing for Language, Content and Literacy Teaching

    Science.gov (United States)

    Guillén, María Teresa Fleta; Bermejo, María Luisa García

    2011-01-01

    This paper reports on pedagogies that promote language, content and literacy in English by stimulating learners' creativity. The starting point to promote creativity among learners was music and art. There seems to be a natural connection between music, language and thinking which suggests that incorporating musical experiences into daily…

  2. Written Corrective Feedback in Second Language Acquisition and Writing Studies

    Science.gov (United States)

    Ferris, Dana R.

    2012-01-01

    Written corrective feedback, referred to hereafter as "written CF" and also known as "grammar correction" or "error correction", has been a controversial topic in second language studies over the past fifteen years. Inspired by John Truscott's thought-provoking 1996 essay in "Language Learning", many different researchers have undertaken new…

  3. Academic writing for business students: a case for a content and language integrated approach

    OpenAIRE

    Van Houtven, Tine; Kerkhofs, Goele; Peters, Elke

    2012-01-01

    Research has shown that many students (Dutch L1/L2) do not meet academic language requirements upon entering Flemish higher education (Peters, Van Houtven, El Morabit, 2010). Many universities feel compelled to help their first-year students bridge the gap between secondary and tertiary education. This paper reports on a case study at the Integrated Faculty of Business and Economics of the University of Leuven that investigated how a language-sensitive instructional approach could improve bus...

  4. Use of Resources in Second Language Writing Socialization

    Science.gov (United States)

    Nam, Miyoung; Beckett, Gulbahar H.

    2011-01-01

    This study investigated five Korean ESL graduate students' access to and utilization of professional and social resources in the process of socializing into American academic writing discourse. As a pilot study for a larger scale research study, data for the present study were collected during a four-month period through interviews. Findings…

  5. Rewriting and Paraphrasing Source Texts in Second Language Writing

    Science.gov (United States)

    Shi, Ling

    2012-01-01

    The present study is based on interviews with 48 students and 27 instructors in a North American university and explores whether students and professors across faculties share the same views on the use of paraphrased, summarized, and translated texts in four examples of L2 student writing. Participants' comments centered on whether the paraphrases…

  6. 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.

  7. 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)

  8. The Application of Readers Theater to FLES (Foreign Language in the Elementary Schools) Reading and Writing

    Science.gov (United States)

    Tsou, Wenli

    2011-01-01

    This study used a mixed-method approach to investigate the effectiveness of Readers Theater (RT) in promoting English as a foreign language children's reading and writing proficiency after a participation period of one semester. In addition, the researcher recorded and analyzed children's learning motivation and feedback toward RT. The…

  9. Analyzing the Preparation of Second Language Writing Teachers: A Grounded Theory Approach

    Science.gov (United States)

    Nihlawi, Amina M. B.

    2011-01-01

    This qualitative study aims at understanding how current student-teachers enrolled in MATESOL and its related fields programs are being prepared to teach college-level second language writing. Data collected for this study included course syllabi, member check questionnaires, Conference on College Composition and Communication's (CCCC) position…

  10. A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School

    Science.gov (United States)

    Olson, Carol Booth; Land, Robert

    2007-01-01

    This study was conducted by members of a site of the California Writing Project in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient. Over an eight-year period, a relatively stable group of 55 secondary teachers engaged in ongoing…

  11. Supporting the Persuasive Writing Practices of English Language Learners through Culturally Responsive Systemic Functional Linguistic Pedagogy

    Science.gov (United States)

    Schulze, Joshua

    2013-01-01

    The purpose of this dissertation is to explore the potential of Systemic Functional Linguistic (SFL) pedagogy to support English language learners (ELLs) in enhancing their meaning making potential as they engage in persuasive writing practices within academic contexts. The dissertation results from a teacher action research project in which the…

  12. More than Just Language Advising: Rapport in University English Writing Consultations and Implications for Tutor Training

    Science.gov (United States)

    Lee, Cynthia

    2015-01-01

    Adopting a case study approach with multiple data sources, this paper explores the ways in which rapport is built, and its impact on the learning process based on five successive writing support consultations between a native English-speaking (NES) tutor and her second language (L2) tutee in a Hong Kong university. With reference to the prepared…

  13. 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…

  14. Using Portfolio to Assess Rural Young Learners' Writing Skills in English Language Classroom

    Science.gov (United States)

    Aziz, Muhammad Noor Abdul; Yusoff, Nurahimah Mohd.

    2015-01-01

    This study aimed at discussing the benefits of portfolio assessment in assessing students' writing skills. The study explores the use of authentic assessment in the classroom. Eleven primary school children from Year 4 in a rural school in Sabah participated in this study. Data were collected by observing them during the English Language lessons…

  15. 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…

  16. Gender Issues in Language and Writing. Focused Access to Selected Topics (FAST) Bib No. 63.

    Science.gov (United States)

    Dickinson, Patricia

    This ERIC "FAST Bib," which focuses on gender issues in language and writing, presents annotations of 23 ERIC documents and journal articles published between 1987 and 1991. The first section of the FAST Bib is an overview; the second section is divided between issues that are relevant to the elementary and secondary levels and issues that emerge…

  17. 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,…

  18. The Effect of Virtual Language Learning Method on Writing Ability of Iranian Intermediate EFL Learners

    Science.gov (United States)

    Khoshsima, Hooshang; Sayadi, Fatemeh

    2016-01-01

    This study aimed at investigating the effect of virtual language learning method on Iranian intermediate EFL learners writing ability. The study was conducted with 20 English Translation students at Chabahar Maritime University who were assigned into two groups, control and experimental, after ensuring of their homogeneity by administering a TOEFL…

  19. 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…

  20. The Relationship between Language Skills and Writing Outcomes for Linguistically Diverse Students in Upper Elementary School

    Science.gov (United States)

    Silverman, Rebecca D.; Coker, David; Proctor, C. Patrick; Harring, Jeffrey; Piantedosi, Kelly W.; Hartranft, Anna M.

    2015-01-01

    The purpose of this study was to explore relationships between language variables and writing outcomes with linguistically diverse students in grades 3-5. The participants were 197 children from three schools in one district in the mid-Atlantic United States. We assessed students' vocabulary knowledge and morphological and syntactical skill as…

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

    Directory of Open Access Journals (Sweden)

    McCutchen, D.

    2011-07-01

    Full Text Available 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 knowledge allows the writer to move beyond the constraints of short-term working memory and take advantage of long-term memory resources by relying instead on long-term working memory.

  2. Writing processes, text quality, and task effects; empirical studies in first and second language writing

    NARCIS (Netherlands)

    van Weijen, D.

    2009-01-01

    This study was carried out in order to advance our understanding of the writing process by linking process and product characteristics to each other. The underlying question was: how does the way in which writers use different cognitive activities, such as planning, generating ideas, and formulating

  3. Evaluating an academic writing program for nursing students who have English as a second language.

    Science.gov (United States)

    Weaver, Roslyn; Jackson, Debra

    2011-01-01

    Academic writing skills are essential to the successful completion of preregistration nursing programs, yet the development of such skills is a challenge for many nursing students, particularly those who speak English as a second language (ESL). It is vital to develop and evaluate strategies that can support academic writing skills for ESL nursing students. This qualitative study evaluated a four-day academic writing intervention strategy designed to support ESL first-year nursing students. Data from the program showed two major areas of difficulty for participants relating to academic writing: problems understanding course content in English, and problems expressing their understanding of that content in English. The participants noted a key benefit of this program was the provision of individual feedback. Programs such as this intervention successfully meet the demands of ESL nursing students, although ongoing support is also needed.

  4. Transfer of L1 Visual Word Recognition Strategies during Early Stages of L2 Learning: Evidence from Hebrew Learners Whose First Language Is Either Semitic or Indo-European

    Science.gov (United States)

    Norman, Tal; Degani, Tamar; Peleg, Orna

    2016-01-01

    The present study examined visual word recognition processes in Hebrew (a Semitic language) among beginning learners whose first language (L1) was either Semitic (Arabic) or Indo-European (e.g. English). To examine if learners, like native Hebrew speakers, exhibit morphological sensitivity to root and word-pattern morphemes, learners made an…

  5. Teaching Writing in the English as a Foreign Language Classroom in Canada

    OpenAIRE

    Koch, Glenn G.

    1999-01-01

    Much of the EFL teaching of the past in both Canada and the US has been that of adapting everything but the native language to the conventions of the West, without regard for the vast cultural differences either in methods of learning or in idiomatic usage of the language. Students of the past have started at a far greater disadvantage than of just language, but the focus of Canada's EFL studies as they apply to learning English writing give the international student a much greater chance of ...

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

    Directory of Open Access Journals (Sweden)

    Lau Sing Min

    2014-08-01

    Full Text Available 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 subscale of anxiety faced by most of the participants. The findings of this study can help in making suitable amendments in the engineering programme course structure, especially in determining the suitable English papers to be offered to the students.

  7. Argumentation Text Construction by Japanese as a Foreign Language Writers: A Dynamic View of Transfer

    Science.gov (United States)

    Rinnert, Carol; Kobauashi, Hiroe; Katayama, Akemi

    2015-01-01

    This study takes a dynamic view of transfer as reusing and reshaping previous knowledge in new writing contexts to investigate how novice Japanese as a foreign language (JFL) writers draw on knowledge across languages to construct L1 and L2 texts. We analyzed L1 English and L2 Japanese argumentation essays by the same JFL writers (N = 19) and L1

  8. "If I write like a scientist, then soy un cientifico": Differentiated Writing Supports and the Effects on Fourth-Grade English Proficient Students' and English Language Learners' Science Content Knowledge and Explanatory Writing About Magnetism and Electricity

    Science.gov (United States)

    Lichon, Kathryn A.

    The purpose of this pre-post quasi-experimental dissertation was to investigate the effects of differentiated writing supports on English Proficient Students' (EPSs) and English Language Learners' (ELLs) science content knowledge and explanatory writing about magnetism and electricity. Eighty-seven fourth-grade students (EPSs = 35; ELLs = 52) were randomly assigned to two groups based on two differentiated writing: guided questions ( n = 43) or targeted writing frames (n = 44). In the guided questions condition, students completed four question sets after a science investigation, and in the targeted writing frames condition, students completed the same four question sets, but with explicit support for vocabulary, transitions, and relational language in the form of if-then statements. Over the course of the four week intervention, students completed a total of nine writing tasks, and were pretested and posttested on six variables: magnetism and electricity content knowledge test, explanatory writing task, total number of words written, total number of sentences written, number of if-then statements, and number of content-based vocabulary words. Results indicate that EPSs and ELLs in both writing conditions improved significantly from pretest to posttest on six content and explanatory writing variables, with statistically significant gain scores occurring for the magnetism and electricity content knowledge test in which the targeted writing frames condition had a larger rate of gain. ANCOVA results indicated that in comparing writing conditions, a statistically significant difference was found for magnetism and electricity content knowledge posttests, when controlling for pretests. No statistically significant effects for language classification on the six variables were found when controlling for pretest scores. Interaction effects between writing condition and language classification were statistically significantly different for the interaction effect found on if

  9. Communicative Writing

    Institute of Scientific and Technical Information of China (English)

    彭燕

    2016-01-01

    Writing, like all other aspects of language , is communicative.Communicative writing takes an important part in English learn-ing.Communicative writing assignments train students to turn personal observations into impersonal prose , avoid value judgments unwelcome in the sciences, and write with economy and precision .In the English language classroom , however, writing often lacks this.Why?There are lots of reasons , as there are lots of ways to make the writing we do with students more communicative .

  10. 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...

  11. Evaluating the English language scientific writing skills of Saudi dental students at entry level.

    Science.gov (United States)

    El Tantawi, M; Al-Ansari, A; Sadaf, S; AlHumaid, J

    2016-04-28

    Better knowledge is needed about the effectiveness of preparatory English language courses for the health professions. This study evaluated the scientific writing skills of students finishing their preparatory year of a bachelor of dentistry programme in Saudi Arabia. A cross-sectional study was conducted in 2014-15 among first-year dental students at the University of Dammam. Students were asked to write a 150-word English language assignment that was analysed for writing statistics and problems using Microsoft Word and plagiarism detection software. Of the 89 respondents, female students used a significantly greater number of words than did male students and their assignments had significantly lower Flesch reading ease scores. Male students had significantly lower odds of using references (OR 0.04) and higher odds of making punctuation and grammar mistakes (OR 2.63 and 3.91 respectively). One course of scientific writing in the preparatory year may not be enough to develop adequate writing skills among undergraduate dental students.

  12. 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…

  13. An Discussion on The Reasons that Writing Skill is Percerived to be a Difficult Language Skill to Master

    Institute of Scientific and Technical Information of China (English)

    邱达希

    2015-01-01

    Writing is percerived as very difficult even in the learners’first language setting,however,it is more difficult for second language learners in EFL(English as a foreign language)contexts who are not engaged in an English environment or are compelled to use English in daily life(Chaisiri,2010).In this paper,the perceived difficulty of learning writing will be detailed through a discussion of empirical studies in the skill and its uptake and a brief summary of the features of writing will be included as well.

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

    Science.gov (United States)

    Moqimipour, Kourosh; Shahrokhi, Mohsen

    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…

  15. Spanish Interference in EFL Writing Skills: A Case of Ecuadorian Senior High Schools

    Science.gov (United States)

    Cabrera Solano, Paola Alexandra; Gonzalez Torres, Paul Fernando; Ochoa Cueva, Cesar Augusto; Quinonez Beltran, Ana Lucia; Castillo Cuesta, Luz Mercedes; Solano Jaramillo, Lida Mercedes; Espinosa Jaramillo, Franklin Oswaldo; Arias Cordova, Maria Olivia

    2014-01-01

    Extensive studies have been conducted regarding mother tongue (L1) interference and developing English writing skills. This study, however, aims to investigate the influence of the Spanish language on second language (L2) writing skills at several Ecuadorian senior high schools in Loja. To achieve this, 351 students and 42 teachers from second…

  16. 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.

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

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    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 ...

  18. Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.

    Science.gov (United States)

    Kent, Shawn; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kim, Young-Suk

    2014-08-01

    In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students' reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed.

  19. Integrating the Genre-Based Approach into Teaching Writing in Arabic As a Foreign Language

    Directory of Open Access Journals (Sweden)

    Mahmoud Azaz

    2016-07-01

    Full Text Available Research on teaching writing in Arabic as a less commonly taught language is still in its infancy. Motivated by the dearth of research on the integration of the genre-based approach into teaching writing in Arabic and the absence of such an approach, this paper proposes a genre-based framework for teaching writing in Arabic. Building on conclusions drawn from recent research, it proposes four specific guiding principles. Furthermore, it offers a model lesson plan that shows an instructional sequence of how a single genre, which is congratulation letters, both personal and formal, can be effectively taught. Moreover, results of a survey onducted on a selected group of instructors of Arabic (n = 10 showed that they responded very positively to the proposed model. The guiding principles and the lesson plan are aimed to offer the underlying theoretical knowledge and a practical example for teaching this genre and other relevant ones in Arabic.

  20. Language of Evaluation: How PLA Evaluators Write about Student Learning

    Directory of Open Access Journals (Sweden)

    Nan L. Travers

    2011-01-01

    Full Text Available Very few studies (e.g., Arnold, 1998; Joosten-ten Brinke, et al., 2009 have examined the ways in which evaluators assess students’ prior learning. This investigation explored the ways that evaluators described students’ prior learning in final assessment reports at a single, multiple-location institution. Results found four themes; audience, voice, presentation of the learning, and evaluation language. Within each theme, further sub-themes are defined. These results are significant for training evaluators on how to discuss student learning and for institutions to consider in relationship to the purpose behind the evaluations. Further research and implications are discussed.

  1. 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.

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

    OpenAIRE

    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 involved distance learning. Contrary to previous research, writing anxiety showed no correlation with learning performance, whereas computer anxiety only yielded a positive correlation with performance...

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

    OpenAIRE

    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...

  4. 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…

  5. 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…

  6. The Effect of Six Different Corrective Feedback Strategies on Iranian English Language Learners’ IELTS Writing Task 2

    OpenAIRE

    Reza Vahdani Sanavi; Majid Nemati

    2014-01-01

    Scholars have long studied the effect of corrective feedback strategies on the writing ability of language learners, but few have formed designs in which more than three feedback strategies have been used. In this research, the ultimate goal was to discover how International English Language Testing System (IELTS-) candidates could be helped to perform better in the writing component of the test with the feedback they ...

  7. Meaningful Writing in the Heritage Language Class: A Case Study of Heritage Learners of Spanish in Canada

    OpenAIRE

    2013-01-01

    This article reports on a classroom-based experience that draws from the critical approach to heritage Spanish language teaching and Hanauer’s concept of meaningful writing. Participants were three students enrolled in a first-year course for heritage Spanish speakers at a major Canadian public university. The writing component of this language course was fulfilled through online discussions and individual compositions that revolved around social, cultural and personal topics relevant to the ...

  8. 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…

  9. Transfer of L1 Cohesive Devices and Transition Words into L2 Academic Texts: The Case of Arab Students

    Science.gov (United States)

    Mohamed-Sayidina, Aisha

    2010-01-01

    This study claims that Arab ESL students writing in English transfer L1 rhetorical modes of text organization into their English compositions. Fifty academic research papers were analysed in terms of the transition words and cohesive devices used, on the assumption that differences at the level of these language forms reflect differences at the…

  10. Language style matching in writing: synchrony in essays, correspondence, and poetry.

    Science.gov (United States)

    Ireland, Molly E; Pennebaker, James W

    2010-09-01

    Each relationship has its own personality. Almost immediately after a social interaction begins, verbal and nonverbal behaviors become synchronized. Even in asocial contexts, individuals tend to produce utterances that match the grammatical structure of sentences they have recently heard or read. Three projects explore language style matching (LSM) in everyday writing tasks and professional writing. LSM is the relative use of 9 function word categories (e.g., articles, personal pronouns) between any 2 texts. In the first project, 2 samples totaling 1,744 college students answered 4 essay questions written in very different styles. Students automatically matched the language style of the target questions. Overall, the LSM metric was internally consistent and reliable across writing tasks. Women, participants of higher socioeconomic status, and students who earned higher test grades matched with targets more than others did. In the second project, 74 participants completed cliffhanger excerpts from popular fiction. Judges' ratings of excerpt-response similarity were related to content matching but not function word matching, as indexed by LSM. Further, participants were not able to intentionally increase style or content matching. In the final project, an archival study tracked the professional writing and personal correspondence of 3 pairs of famous writers across their relationships. Language matching in poetry and letters reflected fluctuations in the relationships of 3 couples: Sigmund Freud and Carl Jung, Elizabeth Barrett and Robert Browning, and Sylvia Plath and Ted Hughes. Implications for using LSM as an implicit marker of social engagement and influence are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

  11. Potential Problematic Rhetorical Style Transfer from First Language to Foreign Language: A Case of Indonesian Authors Writing Research Article Introductions in English

    Science.gov (United States)

    Arsyad, Safnil; Arono

    2016-01-01

    Rhetorical style transfer from first language to a foreign language can be serious problems in academic writing, such as Research Articles (RAs). This study is aimed at analyzing the rhetorical style of Indonesian RA introductions in multiple disciplines written by Indonesian authors and published in Indonesian research journals especially on the…

  12. Students of the Slovak Agricultural University in Nitra as Object of the Research Results in Developing Foreign Language Writing Skills

    Directory of Open Access Journals (Sweden)

    Ľubomíra MORAVCOVÁ

    2014-03-01

    Full Text Available Writing in the foreign language is one of the most important language skills students develop and improve at the Slovak Agricultural University in Nitra. Strong writing skills are essential to their future success, whether they are related to writing general reports on agricultural issues at home or in the world as well as to working-out some research papers aimed at agriculture, but also at some other areas of the business world. We have to state that writing is perhaps one of the most difficult skills students can develop and improve at our University. They learn how to write effectively, they are encouraged to develop an awareness of themselves as students - writers and essay authors. This paper deals with the essay writing analysis in teaching foreign languages at the Slovak Agricultural University in Nitra, particularly from the point of their final results. The research was carried out in the Department of Languages and we present in our paper the results students achieved in writing essays in the two compared years, 2007 and 2010.

  13. Alphabetic and nonalphabetic L1 effects in English word identification: a comparison of Korean and Chinese English L2 learners.

    Science.gov (United States)

    Wang, Min; Koda, Keiko; Perfetti, Charles A

    2003-03-01

    Different writing systems in the world select different units of spoken language for mapping. Do these writing system differences influence how first language (L1) literacy experiences affect cognitive processes in learning to read a second language (L2)? Two groups of college students who were learning to read English as a second language (ESL) were examined for their relative reliance on phonological and orthographic processing in English word identification: Korean students with an alphabetic L1 literacy background, and Chinese students with a nonalphabetic L1 literacy background. In a semantic category judgment task, Korean ESL learners made more false positive errors in judging stimuli that were homophones to category exemplars than they did in judging spelling controls. However, there were no significant differences in responses to stimuli in these two conditions for Chinese ESL learners. Chinese ESL learners, on the other hand, made more accurate responses to stimuli that were less similar in spelling to category exemplars than those that were more similar. Chinese ESL learners may rely less on phonological information and more on orthographic information in identifying English words than their Korean counterparts. Further evidence supporting this argument came from a phoneme deletion task in which Chinese subjects performed more poorly overall than their Korean counterparts and made more errors that were phonologically incorrect but orthographically acceptable. We suggest that cross-writing system differences in L1s and L1 reading skills transfer could be responsible for these ESL performance differences.

  14. Reflective Blogfolios in the Language Classroom: Impact on EFL Tertiary Students’ Argumentative Writing Skills and Ways of Knowing

    Directory of Open Access Journals (Sweden)

    Ammar Abdullah Mahmoud Ismial

    2016-10-01

    Full Text Available The emerging paradigm shift in educational contexts from walled classroom environments to virtual, hybrid, blended, and lately personal learning environments has brought about vast changes in the foreign language classroom practices.  Numerous calls  for experimenting with new instructional treatments to enhance students' language performance in these new learning environments have been voiced by researchers and language educators in different settings. The current study aimed at investigating the impact of using reflective blogfolios in teaching argumentation to EFL tertiary students on their argumentative essay writing skills and ways of knowing. As well, the study investigated the relationship between student's ways of knowing and their argumentative writing capabilities. The participants of the study were fifty one EFL tertiary students in the Emirati context. Two assessment instruments were used, including a ways-of-knowing scale and a rubric for tapping EFL students' argumentative writing skills. Results of the study indicated that using reflective blogfolios in the foreign language classroom brought about significant changes in EFL tertiary students' argumentative writing skills and their ways of knowing. Results of the study also indicated that connected ways of knowing were better predictors of EFL tertiary students' argumentative writing performance than separate ways of knowing. Details of the instructional intervention, the assessment instruments, results of the study, implications for foreign language instruction in virtual learning environments, and suggestions for further research are discussed. Keywords: Reflective blogfolios, argumentative writing skills, ways of knowing

  15. "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…

  16. Impact of Text-Mining and Imitating Strategies on Lexical Richness, Lexical Diversity and General Success in Second Language Writing

    Science.gov (United States)

    Çepni, Sevcan Bayraktar; Demirel, Elif Tokdemir

    2016-01-01

    This study aimed to find out the impact of "text mining and imitating" strategies on lexical richness, lexical diversity and general success of students in their compositions in second language writing. The participants were 98 students studying their first year in Karadeniz Technical University in English Language and Literature…

  17. Air Writing as a Technique for the Acquisition of Sino-japanese Characters by Second Language Learners

    Science.gov (United States)

    Thomas, Margaret

    2015-01-01

    This article calls attention to a facet of the expertise of second language (L2) learners of Japanese at the intersection of language, memory, gesture, and the psycholinguistics of a logographic writing system. Previous research has shown that adult L2 learners of Japanese living in Japan (similarly to native speakers of Japanese) often…

  18. Research in L1 Transfer in Second Language Acquisition from the Perspective of Markedness Theory%标记理论视角下二语习得中的母语迁移研究

    Institute of Scientific and Technical Information of China (English)

    黄瑞红

    2012-01-01

    L1 transfer refers to the influence exerted on second language acquisition because of the similarities and differ- ences between L1 and 1.2. As an important constraint on L1 transfer, markedness is an asymmetrical and contrasting phe- nomenon in language. From the perspective of mark.edness theory, the study of L1 transfer in second language acquisition is favorable for realizing where L1 transfer will happen and predicting difficulties in language acquisition and provides reasona- ble explanation to the L1 transfer.%母语迁移是指由于母语与二语的差异和相同从而对第二语言习得所产生的影响。作为母语迁移的重要制约因素之一的语言标记性是指语言中的一种不对称同时又相对立的现象。从标记理论的视角来研究二语习得中的母语迁移,有利于预先了解母语迁移发生的区域,同时可预测语言习得中困难出现的相对程度,把母语迁移的研究纳入了认知研究的范畴,为母语迁移的发生提供了较强和合理的解释。

  19. Lexical Errors and Accuracy in Foreign Language Writing. Second Language Acquisition

    Science.gov (United States)

    del Pilar Agustin Llach, Maria

    2011-01-01

    Lexical errors are a determinant in gaining insight into vocabulary acquisition, vocabulary use and writing quality assessment. Lexical errors are very frequent in the written production of young EFL learners, but they decrease as learners gain proficiency. Misspellings are the most common category, but formal errors give way to semantic-based…

  20. Approaches to Writing Instruction for Adolescent English Language Learners: A Discussion of Recent Research and Practice Literature in Relation to Nationwide Standards on Writing

    Science.gov (United States)

    Panofsky,Carolyn; Pacheco, Maria; Smith, Sara; Santos, Janet; Fogelman, Chad; Harrington, Margaret; Kenney, Erica

    2005-01-01

    English language learners (ELLs) in today's U.S. middle schools and high schools face significant challenges from state writing assessments, and data suggest that they do not fare well. This paper seeks to uncover some of the reasons by posing the question: What is the available research base and practice literature to help teachers prepare ELLs…

  1. Measuring affective language in known peer feedback on L2 Academic writing courses: A novel approach

    Directory of Open Access Journals (Sweden)

    Roger Michael Alan Yallop

    2016-05-01

    Full Text Available Publishing scientific articles in English is often a prerequisite for academic success. Thus, developing effective pedagogies to support Estonian university students develop writing skills in L2 (English is becoming increasingly more important. One such method is by forming small writing groups where each member periodically gives written feedback on their colleague’s writing. Here, the affective language used in the written communication between the reviewer and writer may strongly influence their relationship. This in turn may have a significant impact on the writing process. This study describes the development of a novel taxonomy to measure the cumulative effect of affective factors by accounting for the uniqueness of each individual, and how they project their distinct personalities or ‘social presence’ to build rapport within the group. The hypothesis is that individuals exhibiting a high social presence are more likely to produce higher-quality feedback and more improved subsequent texts than those with a lower social presence. The paper concludes by illustrating how this taxonomy can be used to both test this hypothesis and gain further insight into the peer feedback process in future studies.

  2. The Effect of Virtual Language Learning Method on Writing Ability of Iranian Intermediate EFL Learners

    Directory of Open Access Journals (Sweden)

    Hooshang Khoshsima

    2016-04-01

    Full Text Available This study aimed at investigating the effect of virtual language learning method on Iranian intermediate EFL learners writing ability. The study was conducted with 20 English Translation students at Chabahar Maritime University who were assigned into two groups, control and experimental, after ensuring of their homogeneity by administering a TOEFL proficiency. The participants of the experimental group received virtual learning i.e. sending PowerPoint through their e-mails. The participants of the experimental group did not have to attend the classes, however they had to study the PowerPoint and send the assigned task on the mentioned deadline. A writing posttest was administered to find the impacts of both methods. A paired sample t-test and an independent sample t-test were run to analyze the posttest scores using SPSS. The findings of the study indicated that both groups showed some improvements in terms of their writing ability since the obtained p value of both groups were 0.000 which is smaller than 0.05. However using virtual method appeared to be a more fruitful tool since the mean score of the experimental group (12.75 was much higher than the mean score of the control group (9.8. Keywords: writing ability; virtual learning; product approach; process approach; virtual environment

  3. Self-efficacy, foreign language anxiety as predictors of academic performance among professional program students in a general English proficiency writing test.

    Science.gov (United States)

    Chen, M C; Lin, Huey-Ju

    2009-10-01

    Questionnaires were administered to 120 students. Cluster analysis was used to examine whether specific groups could be described by a writing self-efficacy scale, English writing anxiety scale, and a written General English Proficiency Test. Three clusters were observed. Demographic variables were compared for each cluster, including age, sex, program of study, years of English instruction, native language, and number of English speaking acquaintances. Efforts to reduce writing anxiety and promote writing self-efficacy could enhance writing scores of participants.

  4. "I was born full deaf." Written language outcomes after 1 year of strategic and interactive writing instruction.

    Science.gov (United States)

    Wolbers, Kimberly A; Dostal, Hannah M; Bowers, Lisa M

    2012-01-01

    Nonstandard grammatical forms are often present in the writing of deaf students that are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g., text structure) but have also made gains with English grammar skills. This 1-year study expands on prior research by longitudinally examining the written language growth (i.e., writing length, sentence complexity, sentence awareness, and function words) of 29 deaf middle-school students. A repeated-measures analysis of variance with a between-subjects variable for literacy achievement level was used to examine gains over time and the intervention's efficacy when used with students of various literacy levels. Students, whether high or low achieving, demonstrated statistically significant gains with writing length, sentence complexity, and sentence awareness. Subordinate clauses were found to be an area of difficulty, and follow up strategies are suggested. An analysis of function word data, specifically prepositions and articles, revealed different patterns of written language growth by language group (e.g., American Sign Language users, oral students, users of English-based sign).

  5. DEVELOPING SKILLS OF COMPOSING A PARAGRAPH AS A STRUCTURAL ELEMENT OF AN ENGLISH-LANGUAGE WRITTEN TEXT WHEN TEACHING WRITING TO LANGUAGE STUDENTS

    OpenAIRE

    Odegova, Nataliya

    2016-01-01

    In the article the author explores the concept of paragraph as a means of logically structuring a written text; outlines the principles of arranging a body paragraph; examines the functions of a topic sentence, supporting sentences and a concluding one; identifies the specific skills of writing a paragraph; offers a set of activities aimed at mastering the specified skills in the context of developing English-language competence in writing. The suggested sequence of activities presupposes ste...

  6. Periodicity and Its Use in Language Teaching

    Science.gov (United States)

    Piriyasilpa, Yupaporn

    2009-01-01

    Writing in English is often a problem for EFL learners in part because students may translate literally from their L1, and also because they may organise their writing by focusing on the grammatical structure at the level of clause or sentence. However, many studies argue that language is meaningful at a unit larger than a clause or sentence…

  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

    Directory of Open Access Journals (Sweden)

    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.

  8. 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

  9. Affordances for Language Awareness in a Middle School Transitional Classroom: Multi-Competent L1/L2 Users Under No Child Left Behind

    OpenAIRE

    2014-01-01

    This dissertation examines affordances for Language Awareness within a classroom serving English learners in a coastal California middle school under the policy context of No Child Left Behind. As an ecologically inspired account, this study contributes to understanding how students use and learn language in classroom settings. Affordances for Language Awareness represent possibilities available to students for accessing relevant information to make meaning of language within a classroom. Af...

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

    Directory of Open Access Journals (Sweden)

    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.

  11. Learners between Childhood and Adulthood: Assessing Writing Competences of Teens Learning French as a Foreign Language

    Directory of Open Access Journals (Sweden)

    Meta Lah

    2016-01-01

    Full Text Available The article introduces learners between two age groups: childhood and adulthood. The aim of the author is to analyse the writing skills of French primary school learners – mostly 14 years old – and to determine which descriptors could be used to assess them. The article begins with a presentation of the learners’ characteristics and continues with a review of the position of the French language in Slovenian primary schools, where French is taught as a second foreign language and an elective subject. Since French is a rather infrequent subject in primary schools, it is difficult to obtain comparable materials. Finally, 36 written compositions from the national French competition serve as the basis for analysis. The detailed analysis is accompanied by a presentation of the CEFR and AYLLIT descriptors for writing, as well as reflection on which descriptors are appropriate for assessing compositions and placing them on the CEFR levels. The AYLLIT descriptors seem more relevant, as they are more explicit and appropriate for the target group.

  12. The Effect of Six Different Corrective Feedback Strategies on Iranian English Language Learners’ IELTS Writing Task 2

    Directory of Open Access Journals (Sweden)

    Reza Vahdani Sanavi

    2014-06-01

    Full Text Available Scholars have long studied the effect of corrective feedback strategies on the writing ability of language learners, but few have formed designs in which more than three feedback strategies have been used. In this research, the ultimate goal was to discover how International English Language Testing System (IELTS- candidates could be helped to perform better in the writing component of the test with the feedback they get. To this end, 186 learners attending IELTS preparation classes in three different English language institutes participated in this quasi-experimental study. A one-way ANOVA was run to discover the significant difference among the six groups. The findings proposed that Iranian English as a Foreign Language (EFL students’ writing ability improved as a result of the employment of writing feedback strategies but that reformulation strategy was the most effective one. Teachers can, thus, benefit from the finding of this research by studying the way they should tackle the learners’ inaccurate productions as far as different writing score band descriptors are concerned.

  13. The Impact of Promoting Transcription on Early Text Production: Effects on Bursts and Pauses, Levels of Written Language, and Writing Performance

    Science.gov (United States)

    Alves, Rui A.; Limpo, Teresa; Fidalgo, Raquel; Carvalhais, Lénia; Pereira, Luísa Álvares; Castro, São Luís

    2016-01-01

    Writing development seems heavily dependent upon the automatization of transcription. This study aimed to further investigate the link between transcription and writing by examining the effects of promoting handwriting and spelling skills on a comprehensive set of writing measures (viz., bursts and pauses, levels of written language, and writing…

  14. 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…

  15. Exploring the Reading-Writing Connection: A Yearlong Classroom-Based Experimental Study of Middle School Students Developing Literacy in a New Language

    Science.gov (United States)

    Lee, Juhee; Schallert, Diane L.

    2016-01-01

    A yearlong classroom-based intervention was designed to explore the reading-writing connection in second-language literacy by examining whether the development of reading improves writing and vice versa. Middle school learners of English as a foreign language (N = 300) in South Korea were assigned to three treatments that involved extensive…

  16. 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…

  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. 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,…

  19. Discourses of writing and learning to write.

    OpenAIRE

    Ivanic, Rosalind

    2004-01-01

    This paper presents a meta-analysis of theory and research about writing and writing pedagogy, identifying six discourses – configurations of beliefs and practices in relation to the teaching of writing. It introduces and explains a framework for the analysis of educational data about writing pedagogy in which the connections are drawn across views of language, views of writing, views of learning to write, approaches to the teaching of writing, and approaches to the assessment of writing. The...

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

    Directory of Open Access Journals (Sweden)

    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

  1. Students' Argumentative Writing Skills in Science and First-Language Education: Commonalities and differences

    Science.gov (United States)

    Heitmann, Patricia; Hecht, Martin; Schwanewedel, Julia; Schipolowski, Stefan

    2014-12-01

    The ability to build arguments is a crucial skill and a central educational goal in all school subjects including science as it enables students to formulate reasoned opinions and thus to cope with the increasing complexity of knowledge. In the present cross-sectional study, we examined the domain-specificity of argumentative writing in science by comparing it with a rather general type of argumentation as promoted in first-language education and with formal reasoning to gain insight into different forms of argumentation on theoretical and empirical levels. Using a paper-and-pencil test, we analyzed written argumentations and the reasoning abilities of 3,274 Grade-10 students in German secondary schools. Correlation and multiple regression analyses as well as a qualitative analysis of students' answers to a subset of tasks in the domains of science and first-language education were conducted. Results showed moderate relations between argumentation in science, argumentation in first-language education, and reasoning. Half of the variance in argumentation in science was explained by individual differences in argumentation in first-language education and reasoning. Furthermore, the examination of written arguments revealed differences, for example, in students' weighing of pros and cons. We assume that the familiarity of the underlying scientific information may play an essential role in the argumentation process and posit that it needs to be investigated in more detail. Overall, the study indicates that investigating the argumentational abilities of learners in first-language education and reasoning abilities can help to shed light on the domain-specificity of argumentation in science.

  2. Can Learning a Foreign Language Foster Analytic Thinking?—Evidence from Chinese EFL Learners' Writings

    Science.gov (United States)

    Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

    2016-01-01

    Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software—Linguistic Inquiry and Word Count 2007—was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students’ English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners’ EAT. Chinese EFL learners’ ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners’ EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years’ English learning and are able to switch their cognitive styles as needed. PMID:27741270

  3. Can Learning a Foreign Language Foster Analytic Thinking?-Evidence from Chinese EFL Learners' Writings.

    Science.gov (United States)

    Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

    2016-01-01

    Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software-Linguistic Inquiry and Word Count 2007-was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students' English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners' EAT. Chinese EFL learners' ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners' EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years' English learning and are able to switch their cognitive styles as needed.

  4. The Case of Chichewa and English in Malawi: The Impact of First Language Reading and Writing on Learning English as a Second Language

    Science.gov (United States)

    Shin, Jaran; Sailors, Misty; McClung, Nicola; Pearson, P. David; Hoffman, James V.; Chilimanjira, Margaret

    2015-01-01

    We investigated the relationship between Chichewa (L1) and English (L2) literacies in Malawi. Through our use of hierarchical linear modeling, we found that cross-language literacy transfer between Chichewa and English did occur, but that the pattern and the strength of the relationships varied depending on the literacy domain (i.e., reading or…

  5. 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…

  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. Taking a Reading/Writing Intervention for Secondary English Language Learners on the Road: Lessons Learned from the Pathway Project

    Science.gov (United States)

    Olson, Carol Booth; Land, Robert

    2008-01-01

    These two recipients of this year's Alan C. Purves Award reflect on their work (reported in "RTE" Vol. 41, No. 3, pp. 269-303) on "A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School" and the lessons they learned from their original research study as they tried to replicate the…

  8. Virtual Task-Based Situated Language-Learning with "Second Life": Developing EFL Pragmatic Writing and Technological Self-Efficacy

    Science.gov (United States)

    Abdallah, Mahmoud M. S.; Mansour, Marian M.

    2015-01-01

    This paper reports on an experimental research study that aimed at investigating the effectiveness of employing a virtual task-based situated language learning (TBSLL) environment mediated by Second Life (SL) in developing EFL student teachers' pragmatic writing skills and their technological self-efficacy. To reach this goal, a control-only…

  9. Analysis of the Impacts of the Negative Transfer of the Mother Language in English Writing in Junior Middle School

    Institute of Scientific and Technical Information of China (English)

    隆梅

    2014-01-01

    Because of the differences between Chinese and English culture, many English learners always try to use Chinese language rules in writing English expressions,and thus result in the errors,which we cal Chinglish.This paper firstly analyzes errors and probes into the possible reasons which result in the errors,and brings out some solutions related to the errors.

  10. Word-Processor or Pencil-and-Paper? A Comparison of Students' Writing in Chinese as a Foreign Language

    Science.gov (United States)

    Zhu, Yu; Mark Shum, Shiu-Kee; Brian Tse, Shek-Kam; Liu, Jinghui Jack

    2016-01-01

    A study is reported of the performance and attainment of 32 students from overseas studying elementary Chinese as a foreign language (CFL) in a Chinese university. With an AB-BA design, they were asked to use two forms of writing media to present two essays: one a word-processed essay entitled "My Favourite Female" and the other a…

  11. Making Sense of Power Relations in a Malaysian English-as-a-Second-Language Academic Writing Classroom

    Science.gov (United States)

    Abraham, Alison

    2014-01-01

    The role of power in an English-as-a-second-language classroom has yet to be fully explored by an action research practitioner, especially in a Malaysian higher education setting. This study aims to contribute to this gap by working within an academic literacies perspective to teaching academic writing, which propagates the understanding of…

  12. ''History of Theatre'' Web Sites: A Brief History of the Writing Process in a High School ESL Language Arts Class

    Science.gov (United States)

    Parks, Susan; Huot, Diane; Hamers, Josiane; Lemonnier, France H.

    2005-01-01

    This article reports on how Quebec Francophone high school students, enrolled in a program which featured an environment rich in information and communication technologies (ICTs), appropriated the writing process over a four-year period (Grades 7-10) in the context of their ESL language arts courses. Data for the study were obtained using…

  13. Teaching Creative Writing Skills to Primary School Children in Hong Kong: Discordance between the Views and Practices of Language Teachers.

    Science.gov (United States)

    Cheung, Wai Ming; Tse, Shek Kam; Tsang, Hector WH

    2003-01-01

    Responding to a definition of creativity, 449 Chinese language teachers identified imagination foremost, followed by inspiration and original ideas as a component of effective writing. Teachers identified developing student confidence and providing an open atmosphere as essential means of fostering creativity. The majority of teachers, however,…

  14. The Impact of Executive Functions on the Written Language Process: Some Evidence from Children with Writing Disabilities

    Science.gov (United States)

    Alevriadou, Anastasia; Giaouri, Stergiani

    2015-01-01

    Written language is a difficult endeavour as the demands of transcription require self-regulatory skills from a motor, cognitive and attention perspective. The purpose of the present study was to investigate the relation between the Test of Writing Difficulties (Porpodas et al., 2007) and the Test of Detection and Investigation of Executive…

  15. Lessons for WAC/WID from Language Learning Research: Multicompetence, Register Acquisition, and the College Writing Student

    Science.gov (United States)

    Hall, Jonathan; Navarro, Nela

    2011-01-01

    This article is a collaboration between WAC/WID and second language acquisition (SLA) specialists. It examines alternate disciplinary notions of the place of writing among other skills and adapts concepts from SLA theory and pedagogy with the goal of providing new interdisciplinary options for WAC/WID research and classroom practice.

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

    Directory of Open Access Journals (Sweden)

    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.

  17. Academic writing

    Science.gov (United States)

    Eremina, Svetlana V.

    2003-10-01

    The series of workshops on academic writing have been developed by academic writing instructors from Language Teaching Centre, Central European University and presented at the Samara Academic Writing Workshops in November 2001. This paper presents only the part dealing with strucutre of an argumentative essay.

  18. Developing and Improving:A Study of the Middle School Students’ Writing Ability in the Second Language Education

    Institute of Scientific and Technical Information of China (English)

    Bing WANG

    2016-01-01

    With the development and advancement of social and cultural communication between China and other countries in the world, the second language education is very popular with Chinese people. And usually, it will take the young for nearly 16 years to learn a second language, especially English. Most of them learn English from primary school until university. Besides having routine English classes at school, they also pay extra time and money to learn English in their spare time in many training companies. And now, English education has already become an industry in China and some training companies such as New Oriental English, are familiar to common people. And a crucial problem is that, after so many years of hard work, most of them are even having basic writing difficulties. The systemic and effective teaching method of writing in a second language education in China is being researched. This thesis attempts to cultivate the students’ subjective initiative in second language education activities, raise the students’ learning consciousness, and enhance their lasting interests in learning so as to reach the goal to improve the students’ writing ability in second language education.

  19. LANGUAGE

    Institute of Scientific and Technical Information of China (English)

    朱妤

    2009-01-01

    @@ The word"language"comes from the Latin(拉丁语)word"lingua",which means"tongue".The tongue is used in more sound combinations(结合)than any other organ(器官)of speech.A broader(概括性的)interpretation(解释)of"language"is that it is any form of expression.This includes(包括)writing,sign(手势)language,dance,music,painting,and mathematics.But the basic(基本的)form of language is speech.

  20. Technology in L1

    DEFF Research Database (Denmark)

    Elf, Nikolaj Frydensbjerg; Hanghøj, Thorkild; Skaar, Håvard

    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...... of empirical stud-ies, what characterizes the research field?; and 3) for discussion, which broader implications does the review suggest for a rethinking of L1 in terms of practice and research? Introducing the notion of educa-tional boundary objects, a theoretical framework is developed, which suggests four...... metaphors for un-derstanding technology within L1: as a tool, as media, as socialization, and as literacy practices. These are found useful for analyzing and comparing both theoretical perspectives and empirical research on L1. A key finding of the study is that, although the included research...

  1. Ngelidin Sétra, Nepukin Sema? Thoughts on Language and Writing in Contemporary Bali

    Directory of Open Access Journals (Sweden)

    Richard Fox

    2015-10-01

    Full Text Available AbstractRecent decades have seen a shift in Balinese sensibilitiesregarding the use of the island’s traditional script, andof the texts that are written in that script; and this shiftappears to be linked to a series of wider-reaching changesin the way people set about embodying, cultivating andcontesting shared ideals of agency, community and thecollective good.1 That is to say there seems to be a linkbetween, on the one hand, the material practices of scriptand writing and, on the other, broader styles of what Iwould call social and practical reasoning. I wish to suggestthat this empirical observation may have some ratherimportant implications for how we think about culturalpreservation, and perhaps especially the challengesfacing those working to safeguard the future of Balineselanguage, script and literature. I would like to present thisargument with specific reference to the idea of ‘languageendangerment’, not only on account of its prominence incurrent debates on language and cultural heritage, but alsoas the questions it raises have special bearing on the issues at stake in contemporary Bali. The recent controversy overthe place of Balinese language instruction in the NationalCurriculum offers a useful way into the problem.

  2. Teaching the Writing Process as a First and Second Language Revisited: Are They the Same?

    Science.gov (United States)

    Lincoln, Felicia; Ben Idris, Anisa

    2015-01-01

    Research on the second writing process is not recent. Both first and second writing processes have been in the area of argument among scholars. It has been confirmed that both first and second writers nearly all practice similar physical activities pre-writing, during, and post writing stages; however, they still differ in the inner extra thinking…

  3. 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,…

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

    Directory of Open Access Journals (Sweden)

    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.

  5. Revisiting Fluctuations in L2 Article Choice in L1-Korean L2-English Learners.

    Science.gov (United States)

    Sarker, Bijon K; Baek, Seunghyun

    2016-06-25

    The current study investigated the distinction of L2 (second language) English article choice sensitivity in fifty-three L1-Korean L2-English learners in semantic contexts. In the context of English as a foreign language, the participants were divided into two groups based on grammatical ability as determined by their performance on a cloze test. In addition, a forced-choice elicitation test and a writing production test were administered to assess, respectively, the participants' receptive and productive article choice abilities. Regardless of grammatical ability, the results disclosed the overuse of the indefinite a in the [[Formula: see text]definite, -specific] context and the definite the in the [-definite, [Formula: see text]specific] context on the forced-choice elicitation test. In the [[Formula: see text]definite, [Formula: see text]specific] and [-definite, -specific] contexts, however, the overuse of either the indefinite a or the definite the, respectively, was less likely. Furthermore, it was revealed on the writing test that the participants more accurately used the definite the than the indefinite a, and they were also found to unreasonably omit more articles than to add or substitute articles on the writing production test. The findings across the two tests indicate that L1-Korean L2-English learners are more likely to have intrinsic difficulties transferring their L1 noun phrase (NP) knowledge to L2 NP knowledge owing to structural discrepancies and complex interfaces between L1 NPs and L2 NPs with respect to syntactic, semantic and pragmatic/discourse language subsystems.

  6. 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

  7. 英汉跨语言学习中L1与L2双向性语言迁移模式研究%Research into the two-way language transfer pattern of L1 and L2 in Englih and Chinese cross-language learning

    Institute of Scientific and Technical Information of China (English)

    刘军

    2015-01-01

    在跨语言学习与研究中,语言迁移现象时常发生,学习者在语言学习过程中常受到第一语言(L1)与第二语言(L2)之间的迁移影响,即L1→L2、L2→L1的语言正迁移与负迁移影响.以“概念整合理论”与“跨语言影响理论”为理论指导,对英汉跨语言学习中的L1与L2双向性语言迁移模式进行了深入研究.

  8. ATG16L1

    DEFF Research Database (Denmark)

    Salem, Mohammad; Ammitzboell, Mette; Nys, Kris;

    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...

  9. The Effects of Wiki-based Recursive Process Writing on Chinese Narrative Essays for Chinese as a Second Language (CSL) Students in Singapore

    OpenAIRE

    Chee Kuen Chin; Cheng Gong; Boon Pei Tay

    2015-01-01

    This paper reports on the effects of using wiki-based process writing in Singapore’s Chinese as a Second Language (CSL) scenarios. A group of 32 Secondary 1 (Seventh Grade) students (“Students”) received various forms of online scaffolding at different steps of the writing process over two years. A whole set of teaching materials on 45 writing skills was developed and uploaded to the Wiki platform through five recursive cycles. In each cycle, the students were encouraged to app...

  10. 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…

  11. The Effects of Wiki-Based Recursive Process Writing on Chinese Narrative Essays for Chinese as a Second Language (CSL) Students in Singapore

    Science.gov (United States)

    Chin, Chee Kuen; Gong, Cheng; Tay, Boon Pei

    2015-01-01

    This paper reports on the effects of using wiki-based process writing in Singapore's Chinese as a Second Language (CSL) scenarios. A group of 32 Secondary 1 (Seventh Grade) students ("Students") received various forms of online scaffolding at different steps of the writing process over two years. A whole set of teaching materials on 45…

  12. Constructing Writer Identity in Developing Second Language Writer ’s Academic Writing

    Institute of Scientific and Technical Information of China (English)

    YANG Yun-wen

    2014-01-01

    Writer identity in academic writing has long been ignored by developing L2 writers. Moreover, research has much fo-cused on the reader in shaping writing, and treated the role of the writer as unproblematic. In this essay, the construction of writ-er identity in developing writers’academic writing practice will be explored through a review of some relevant literature research and gain insights for the development of writer apprentices and writing instruction.

  13. The Nature of Error in Adolescent Student Writing

    Science.gov (United States)

    Wilcox, Kristen Campbell; Yagelski, Robert; Yu, Fang

    2014-01-01

    This study examined the nature and frequency of error in high school native English speaker (L1) and English learner (L2) writing. Four main research questions were addressed: Are there significant differences in students' error rates in English language arts (ELA) and social studies? Do the most common errors made by students differ in ELA…

  14. Writing Teachers' Perceptions of the Presence and Needs of Second Language Writers: An Institutional Case Study

    Science.gov (United States)

    Matsuda, Paul Kei; Saenkhum, Tanita; Accardi, Steven

    2013-01-01

    First-year composition in U.S. higher education has been a major site of L2 writing research. Despite the historical division between mainstream first-year composition and L2 writing, there has been an increasing interest in integrating insights from L2 writing research into the professional literature in rhetoric and composition and writing…

  15. 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…

  16. History as a Foreign Language: Can We Teach Year 11 Pupils to Write with Flair?

    Science.gov (United States)

    Simmonds, Claire

    2016-01-01

    Disappointed that the use of the "PEEL" writing scaffold had led her Year 11 students to write some rather dreary essays, Claire Simmonds reflected that a lack of specific training on historical writing might be to blame. Drawing on genre theory and the work of the history teaching community, Simmonds attempted to theorise the…

  17. 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.

  18. 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.

  19. 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…

  20. EFFECTS OF CROSS-LINGUISTIC INFLUENCES ON SECOND LANGUAGE ACQUISITION: A CORPUS-BASED STUDY OF SEMANTIC TRANSFER IN WRITTEN PRODUCTION

    OpenAIRE

    María del Mar Ramón Torrijos

    2009-01-01

    This article concentrates on the impact that cross-linguistic influences have on second language acquisition. It investigates the importance of the learner's native language (L1) in written production of a second language (L2), particularly the use of L1 linguistic rules by Spanish speakers when they are writing in the target language (L2). This exploratory research focuses on the production errors made by students relative to specific subsystems such as semantic and syntactic areas. Errors a...

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

    Directory of Open Access Journals (Sweden)

    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

  2. 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…

  3. CLASSIFICATION OF L2 WRITING PROCESS AND WRITING STRATEGIES

    OpenAIRE

    Abas, Imelda Hermilinda; Aziz, Noor Hashima Abd

    2017-01-01

    English for second language writing has developed greatly, from product oriented approach to process oriented approach. This implies that the focus of L2 writing has shifted from the final product of writing to the process of writing. Because of its own rules and conventions, writing skill is considered difficult to learn in a short period of time. Although it is a difficult skill, writing is essential for second language learners’ academic success. Second language researchers are still tryin...

  4. 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…

  5. An Analysis on Deep-structure Language Problems in Chinese Students' English Writing

    Institute of Scientific and Technical Information of China (English)

    李贝贝

    2014-01-01

    Most Chinese students have something in common in English writing. That is,they first think in Chinese before writing and then translate what they think in Chinese into English. Therefore,a lot of Chinglish has come into being. This paper is aimed at analyzing this kind of problems and in particular instructing teachers how to deal with deep-structure problems in English writing.

  6. 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…

  7. Language Learners' Writing Task Representation and Its Effect on Written Performance in an EFL Context.

    Science.gov (United States)

    Zarei, Gholam Reza; Pourghasemian, Hossein; Jalali, Hassan

    2016-10-15

    The present study attempts to give an account of how students represent writing task in an EAP course. Further, the study is intended to discover if learners' mental representation of writing would contribute to their written performance. During a 16-week term, students were instructed to practice writing as a problem solving activity. At almost the end of the term, they were prompted to write on what they thought writing task was like and also an essay on an argumentative topic. The results revealed that students could conceptualize the instructed recursive model of writing as a process-based, multi-dimensional and integrated activity inducing self-direction and organization while holding in low regard the product view of writing. The findings also demonstrated that task representation was related to the students' writing performance, with process oriented students significantly outperforming the product-oriented ones. Also, it was found that task representation components (ideational, linguistic, textual, interpersonal) had a significant relationship with the written performance ([Formula: see text]; Sig.: 0.006). The study can have both theoretical and practical implications with regard to the factors involving the students' writing internal processes and their effects on written performance.

  8. 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,…

  9. Effective Utilization of ICT in English Language Learning--The Case of University of Botswana Undergraduates

    Science.gov (United States)

    Umunnakwe, Ngozi; Sello, Queen

    2016-01-01

    The study investigates the effective utilization of Information and Communication Technology (ICT) by first year undergraduates of the University of Botswana (UB) in their reading and writing skills. The first year students are not first language (L1) learners of English. They have not utilized computers for learning reading and writing in their…

  10. Writing a New Self in the Third Place: Language Students and Identity Formation

    Science.gov (United States)

    Huhtala, Anne; Lehti-Eklund, Hanna

    2010-01-01

    Studying a foreign language at university level is a multifaceted project entailing constant identity formation as a foreign language user--and simultaneously as a plurilingual subject. As far as the second language (L2) learner is concerned, the language learning process can be seen as a construction of a new "third place" between the…

  11. Corpus-Based Approaches to Language Description for Specialized Academic Writing

    Science.gov (United States)

    Flowerdew, John

    2017-01-01

    Language description is a fundamental requirement for second language (L2) syllabus design. The greatest advances in language description in recent decades have been done with the help of electronic corpora. Such language description is the theme of this article. The article first introduces some basic concepts and principles in corpus research.…

  12. Evaluating Pragmatic Competence in Nigerian Undergraduates' Language Errors within Descriptive ESL Writing

    Science.gov (United States)

    Muhammad, Anas Sa'idu; Nair, Subadrah Madhawa

    2017-01-01

    This study investigates the level of pragmatic competence for ESL writing skills among Nigerian undergraduates. Methodologically, it adopts descriptive research design within the explanatory framework of the QUAN-Qual model. The instruments used are descriptive essay text and focus group interview questions. In writing the descriptive essays, a…

  13. Academic Writing for Graduate-Level English as a Second Language Students: Experiences in Education

    Science.gov (United States)

    Sidman-Taveau, Rebekah; Karathanos-Aguilar, Katya

    2015-01-01

    Graduate-level ESL students in Education are future multicultural educators and promising role models for our diverse K-12 students. However, many of these students struggle with academic English and, in particular, writing. Yet little research or program development addresses the specific writing-support needs of this group. This article shares…

  14. Keys to Detecting Writing Flexibility over Time: Entropy and Natural Language Processing

    Science.gov (United States)

    Snow, Erica L.; Allen, Laura K.; Jacovina, Matthew E.; Crossley, Scott A.; Perret, Cecile A.; McNamara, Danielle S.

    2015-01-01

    Writing researchers have suggested that students who are perceived as strong writers (i.e., those who generate texts rated as high quality) demonstrate flexibility in their writing style. While anecdotally this has been a commonly held belief among researchers and educators, there is little empirical research to support this claim. This study…

  15. An Investigation of Four Writing Traits and Two Tasks across Two Languages

    Science.gov (United States)

    Bae, Jungok; Bachman, Lyle F.

    2010-01-01

    This study investigated the validity of four theoretically motivated traits of writing ability across English and Korean, based on elementary school students' responses to letter- and story-writing tasks. Their responses were scored analytically and analyzed using confirmatory factor analysis. The findings include the following. A model of writing…

  16. Perceptions and Beliefs about Textual Appropriation and Source Use in Second Language Writing

    Science.gov (United States)

    Polio, Charlene; Shi, Ling

    2012-01-01

    Perceptions and judgments on plagiarism or acceptable use of source texts are contingent on one's interpretations and experiences in reading and writing academic texts in a specific disciplinary context. The lack of consensus on what is acceptable textual appropriation in student writing has led to the scholarship on perceptions of textual…

  17. Mapping Disciplinary Values and Rhetorical Concerns through Language: Writing Instruction in the Performing and Visual Arts

    Science.gov (United States)

    Cox, Anicca

    2015-01-01

    Via interview data focused on instructor practices and values, this study sought to describe some of what performing and visual arts instructors do at the university level to effectively teach disciplinary values through writing. The study's research goals explored how relationships to writing process in visual and performing arts support…

  18. 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…

  19. 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…

  20. 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…

  1. 二语写作过程研究简述%A Brief Introduction to the Process of Second Language Writing

    Institute of Scientific and Technical Information of China (English)

    张永文

    2015-01-01

    写作是一项重要的语言技能,二语写作过程中使用母语是一种普遍现象。二语写作研究主要集中在对写作结果和过程的分析,目前越来越多的研究开始关注写作过程。关于母语思维对二语写作的影响,学术界尚未取得共识,有待进一步研究。%Writing is an important language skill. It is a common phenomenon to use the mother tongue in the process of second language writing. Second language writing research mainly focuses on the analysis of the result and the process of writing, and now more and more research is focused on the writing process. The academic circles have not yet achieved a consensus on the influence of mother tongue thinking on second language writing, pending further study.

  2. The Effects of Wiki-based Recursive Process Writing on Chinese Narrative Essays for Chinese as a Second Language (CSL Students in Singapore

    Directory of Open Access Journals (Sweden)

    Chee Kuen Chin

    2015-01-01

    Full Text Available This paper reports on the effects of using wiki-based process writing in Singapore’s Chinese as a Second Language (CSL scenarios. A group of 32 Secondary 1 (Seventh Grade students (“Students” received various forms of online scaffolding at different steps of the writing process over two years. A whole set of teaching materials on 45 writing skills was developed and uploaded to the Wiki platform through five recursive cycles. In each cycle, the students were encouraged to apply skills they learned via Wiki platform in their writing and afterwards work as a team in the platform to peer-review each other’s first draft. With feedback received from peer revision, students proceeded to edit their first draft, focusing on the content of narratives and the appropriateness on their use of micro writing skills. The scaffolding decreased as the project progressed. Students’ pre-, mid- and post-writing tests were marked and compared. The authors analyzed the impact that the feedback in the process had towards the students’ overall writing performance. It was discovered that students' quality of written products was improved in general. It was also discovered that students benefited the most from giving remarks to their peers’ writing. The revision patterns of high, medium and low language ability students were also compared. It was found that the higher the language ability of the students, the more concerned they were with macro level for their revisions. ICT-mediated process writing has not garnered much attention in the field of CSL. The study hopes to contribute to the literature of ICTmediated writing instruction in the field of CSL.

  3. Polish as a foreign language at elementary level of instruction : crosslinguistic influences in writing

    Directory of Open Access Journals (Sweden)

    Danuta Gabrys-Barker

    2007-01-01

    Full Text Available Being a minority European language, Polish has not attracted the attention of second language research (SLA very much. Most studies in the area focus on English and other major languages describing variables and process observed in learners’ interlanguage development. This article looks at the language performance of elementary learners of Polish as a foreign language with a view to diagnosing areas of difficulty at the initial stages of language instruction. It is a case study of five learners’ written production after a year of intensive language instruction in the controlled conditions of a classroom. The objective of the study presented here is: 1. to determine the types of error produced in a short translation task at different levels of language (morphosyntactic, lexical 2. to observe manifestations of crosslinguistic influences between languages the subjects know (interlingual transfer as well as those related to the language learnt itself (intralingual transfer.The small sample of texts produced does not allow for any generalized observations and conclusions, however, at the level of elementary competence in any foreign language, as other research shows, the amount of individual variation is not the most significant factor. Thus the incorrect forms produced may testify to some more universally error-prone areas of language. The value of this kind of analysis lies in this direct application to the teaching of Polish as a synthetic language. The study also demonstrates the fact that communicative teaching has a limited contribution to make in the case of this family of languages. It suggests that overt and explicit teaching of a synthetic language will give a sounder basis for further development of language competence in its communicative dimension

  4. Internet Tools for Language Learning: University Students Taking Control of Their Writing

    Science.gov (United States)

    Conroy, Mark A.

    2010-01-01

    Many excellent corpus-based language learning resources (e.g., concordancers) have been freely available on the Internet for some time. Google assisted language learning (GALL) is also gaining increasing acceptance. These tools are a potential resource for English as an additional language (EAL) university students who want to independently…

  5. Analysis of factors that influence the learning of a foreign language writing

    Directory of Open Access Journals (Sweden)

    Mabel Anastasia Acosta García

    2012-10-01

    Full Text Available This study was designed to assess the influence of motivational variables, learning styles and learning strategies in the development of writing skills in English of students from first to second years at the University of Ciego de Avila. To achieve that objective was used the following questionnaires: R _SPQ_ 2 F to assess the level of motivation of the students towards the English, (CHAEA to determine the learning styles of the sample, the Assessment Questionnaire Learning Strategies for determine the strategies used in learning English, and a writing test where students wrote a letter to a foreign friend telling them about your country, to assess the level of writing skills. Our results confirm the hypothesis proposed earlier: when the deep motivation level is higher than the motivation level surface is achieved further development of writing skills, students with a balanced profile between four learning styles get a higher level of development in writing and, when all students develop learning strategies or more of them get further development in writing.

  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. Translanguaging as an approach to address language inequality in South African higher education: summary writing skills development

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    Sandiso Ngcobo

    2016-12-01

    Full Text Available Literacy challenges among the majority of African-language speaking students learning through the medium of English impact on unequal throughput in South African higher education. To address this social injustice issue, academic literacy practitioners have a critical role to play in the inclusion of linguistic diversity in higher education. This requires that the curriculum be revised in such a way that classroom activities and assessments give recognition to students’ African languages. In this paper, we outline how translanguaging as a teaching and learning approach promises to develop literacy in both the students’ African languages and English. The paper describes a summary skills development teaching approach and its accompanying activities which enable the students to move between isiZulu and English. The summary writing activities are followed by a guided reflection note from students on their perceptions and experiences of the new communicative approach that has been introduced to them. The majority of participants express positive perceptions of this approach as they find it familiar to what they are used to doing when learning on their own. It is hoped that the translanguaging approach would contribute to the promotion of equality in language and literacy development in the South African higher education sector.

  8. Parental Writing Support and Preschoolers' Early Literacy, Language, and Fine Motor Skills.

    Science.gov (United States)

    Bindman, Samantha W; Skibbe, Lori E; Hindman, Annemarie H; Aram, Dorit; Morrison, Frederick J

    2014-01-01

    The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low-level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent-child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers' writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool.

  9. 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.

  10. The Issue of Relationship in Lotman’s Writing and the Russian Language Today

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    Verbitskaya L.A.,

    2015-12-01

    Full Text Available The article is devoted to the memory of Y.M. Lotman, who attended lectures at the Faculty of Philology of the St. Petersburg (Leningrad University as schoolboy, was a student of philology during the so-called “Leningrad Affair” (1946-1950. The article highlights the link between communication, mutual understanding, and the Russian language nowadays. The author notes the changes that have occurred over the past two decades in the style and vocabulary of the Russian language and points to the deep connection between language, culture and understanding in society. The article gives an examples of improper borrowing and vulgarization of the modern Russian language and argued that a reasonable literary language policy is a struggle not only and not so much for its purity, but for the preservation of national cultural heritage and identity of the nation. Preservation of the language is definitely an issue of the country security.

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

    OpenAIRE

    Huang, Shu-Ling; 黃淑玲

    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...

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

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    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 investigaci

  13. The vulnerability of gender on determiners in L1, 2L1 and L2 acquisition

    NARCIS (Netherlands)

    van der Linden, E.; Hulk, A.

    2009-01-01

    The acquisition of gender has been reported to be problematic for some groups of learners acquiring Germanic or Romance languages. It has been shown that L1 learners do better in gender acquisition than others, like bilingual children, child L2 learners and adult L2 learners. The reason for these di

  14. Exploring Associations among Writing Self-Perceptions, Writing Abilities, and Native Language of English-Spanish Two-Way Immersion Students

    Science.gov (United States)

    Neugebauer, Sabina R.; Howard, Elizabeth R.

    2015-01-01

    The current study, with 409 fourth graders in two-way immersion programs, explored the writing self-perceptions of native English and native Spanish speakers and the relationship between self-perceptions and writing performance. An adapted version of the Writer Self-Perception Scale (WSPS) was administered along with a writing task. Native English…

  15. Effect of Developing Pragmatic Competence through Telecollaboration on Improving English as Foreign Language Learners' Writing Proficiency

    Science.gov (United States)

    Rafieyan, Vahid; Rafieyan, Ali; Rafieyan, Navid; Rafieyan, Saeid; Rafieyan, Parvaneh; Rafieyan, Mohamad

    2015-01-01

    The very information structure of written communication depends not just on the writer's meaning and purpose but rather on the extent to which writer and reader share knowledge of pragmatic features of the language. To assess the actual effect of developing target language pragmatic competence through telecollaboration on improving English as…

  16. Productive Vocabulary Knowledge and Evaluation of ESL Writing in Corpus-Based Language Learning

    Science.gov (United States)

    Nam, Daehyeon

    2010-01-01

    Since Sinclair (1991) concretized the possibilities of processing and analyzing large quantities of text data through corpus linguistic techniques, the applications of corpus linguistic approaches employing authentic language data and empirical evidence have been widely accepted in language teaching and research. As the applications of corpus…

  17. Bilingualism, Language Proficiency, and Learning to Read in Two Writing Systems

    Science.gov (United States)

    Bialystok, Ellen; McBride-Chang, Catherine; Luk, Gigi

    2005-01-01

    Two hundred and four 5- and 6-year-olds who were monolingual English-, bilingual English-Chinese-, or Chinese-speaking children beginning to learn English (2nd-language learners) were compared on phonological awareness and word decoding tasks in English and Chinese. Phonological awareness developed in response to language exposure and instruction…

  18. 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…

  19. Meaning Making, Agency, and Languaging in Dialogic Interactions on Academic Writing Tasks: A Sociocultural Discourse Analysis

    Science.gov (United States)

    Kheradmand Saadi, Zahra

    2016-01-01

    For Vygotsky, language is a cultural-psychological concept emerged from social interactions and is applied for higher cognitive functions such as thinking, meaning making, and knowledge construction. In this study, a sociocultural perspective was applied to analyze the language produced by 40 sophomore Iranian EFL learners during dialogic…

  20. The Facilitating Role of L1 in ESL Classes

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    Çağrı Tuğrul Mart

    2013-01-01

    Full Text Available It has been widely advocated that insistence on English-only policy and the complete prohibition of L1 would maximize the effect of learning L2 but recent studies demonstrate that the appropriate use of L1 has a facilitating role in L2 classroom. This study attempts to demonstrate that the use of L1 in ESL classes does not hinder foreign language learning.

  1. Students' Argumentative Writing Skills in Science and First-Language Education: Commonalities and Differences

    Science.gov (United States)

    Heitmann, Patricia; Hecht, Martin; Schwanewedel, Julia; Schipolowski, Stefan

    2014-01-01

    The ability to build arguments is a crucial skill and a central educational goal in all school subjects including science as it enables students to formulate reasoned opinions and thus to cope with the increasing complexity of knowledge. In the present cross-sectional study, we examined the domain-specificity of argumentative writing in science by…

  2. Using convergent and divergent tasks to improve writing and language learning motivation

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    Hamid Marashi

    2015-01-01

    Full Text Available This study was an attempt to investigate the comparative impact of convergent and divergent condition tasks on EFL learners’ writing and motivation. Sixty female intermediate EFL learners were selected from among a total number of 90 through their performance on a sample piloted PET and further homogenized in terms of their writing and motivation. Based on the results, the students were randomly assigned to two experimental groups with 30 participants in each. Both groups underwent the same amount of teaching time during 18 sessions of treatment which included using divergent tasks for the first group and convergent tasks for the second. A posttest (the writing section of another sample PET and Gardener’s Attitude and Motivation Test Battery (used also earlier for the homogenization were administered at the end of the treatment to both groups and their mean scores on the test were compared through independent samples t-tests. The results led to the rejection of the first null hypothesis, thereby demonstrating that the learners in the convergent group benefited significantly more than those in the divergent group in terms of improving their writing. The second null hypothesis was not rejected, however, meaning that the two treatments were not significantly different in terms of improving the learners’ motivation.

  3. 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…

  4. Learners between Childhood and Adulthood: Assessing Writing Competences of Teens Learning French as a Foreign Language

    Science.gov (United States)

    Lah, Meta

    2016-01-01

    The article introduces learners between two age groups: childhood and adulthood. The aim of the author is to analyse the writing skills of French primary school learners--mostly 14 years old--and to determine which descriptors could be used to assess them. The article begins with a presentation of the learners' characteristics and continues with a…

  5. Language, Literacy, and the Institutional Dynamics of Racism: Late-1960s Writing Instruction for "High-Risk" African American Undergraduate Students at One Predominantly White University

    Science.gov (United States)

    Lamos, Steve

    2008-01-01

    This essay analyzes the ways in which subtly but powerfully racist ideologies of language and literacy shaped the institutional development of one writing program for "high-risk" African American college students during the late 1960s and early 1970s. It further theorizes the value of such institutional analysis for counteracting racism…

  6. A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12

    Science.gov (United States)

    Kim, James S.; Olson, Carol Booth; Scarcella, Robin; Kramer, Jason; Pearson, Matthew; van Dyk, David; Collins, Penny; Land, Robert E.

    2011-01-01

    This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English language learners (ELLs) in 9 middle schools and 6 high schools. There were 103 English teachers stratified by school and grade and then randomly…

  7. 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…

  8. 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…

  9. 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.

  10. Assessment Model for Language Learners’ Writing Practice (in Preparing for TOEFL iBT Based on Comparing Structure, Vocabulary, and Identifying Discrepant Essays

    Directory of Open Access Journals (Sweden)

    Duc Huu Pham

    2016-05-01

    Full Text Available This study aims to investigate if learners of English can improve computer-assisted writing skills through the analysis of the data from the post test. In this study, the focus was given to intermediate-level students of English taking final writing tests (integrated and independent responses in preparation for TOEFL iBT. We manually scored and categorized the students’ writing responses into five-point levels for the data to make the software. The results of the study showed that the model could be suitable for computerized scoring for language instructors to grade in a fair and exact way and for students to improve their writing performance through practice on the computer

  11. Classification of English language learner writing errors using a parallel corpus with SVM

    OpenAIRE

    Flanagan, Brendan; Yin, Chengjiu; Suzuki, Takahiko; Hirokawa, Sachio

    2014-01-01

    In order to overcome mistakes, learners need feedback to prompt reflection on their errors. This is a particularly important issue in education systems as the system effectiveness in finding errors or mistakes could have an impact on learning. Finding errors is essential to providing appropriate guidance in order for learners to overcome their flaws. Traditionally the task of finding errors in writing takes time and effort. The authors of this paper have a long-term research goal of creating ...

  12. CALL versus Paper: In Which Context Are L1 Glosses More Effective?

    Science.gov (United States)

    Taylor, Alan M.

    2013-01-01

    CALL glossing in first language (L1) or second language (L2) texts has been shown by previous studies to be more effective than traditional, paper-and-pen L1 glossing. Using a pool of studies with much more statistical power and more accurate results, this meta-analysis demonstrates more precisely the degree to which CALL L1 glossing can be more…

  13. 写作策略知识在小学语文教学中应用状况的分析%Analysis of the Situation of Writing Strategies Applied Knowledge in Language Teaching in Primary Schools

    Institute of Scientific and Technical Information of China (English)

    王秋萍

    2014-01-01

    In primary school language teaching, writing is an important part. The level of writing and language learning level have a direct link, through writing, students are observed the overall quality of the language.Therefore, this paper describes the importance of writing strategies, and explore writing strategies knowledge application status of language teaching in primary schools, for reference.%在小学语文教学中,写作是重要组成部分。写作水平的高低与语文学习水平有直接的联系,通过写作,可以观察学生的整体语文素质。因此,主要探究写作策略知识的重要性及在小学语文教学中的应用状况,以供参考。

  14. Critique of Erotic Writing in Colloquial Language Poems%口语诗的情色书写批判

    Institute of Scientific and Technical Information of China (English)

    向天渊

    2014-01-01

    情色书写介于色情与情爱书写之间,伟大的情色书写,往往能在灵、肉之关系上达成微妙的平衡,处理不当,则很容易忽视“情”而滑向“色”,落入铺陈肉体欲望与行为的色情陷阱;口语诗中以下半身写作为代表的凸显肉体感、在场感的理论主张,虽然对趋于僵硬、虚伪的体制化写作产生了一定的冲击,但他们的作品却没能担当这种叛逆美学的重任;他们凭借回到动物性肉体体验以获得艺术审美体验的希望,恰如南辕北辙无法实现。同样,通过表现生殖器快感去返回诗歌的本质,最终也只能是竹篮打水一场空;口语诗中的情色之作仅仅处于“物之诗”、“欲之诗”的阶段,必须经过情与美的洗涤与转换,才有可能上升为存在之诗、真理之诗,进而才配称为“人之诗”。%Erotic writing stays between pornographic and love ones.Great erotic writing could get a delicate balance between spirit and body,but if it couldn’t be dealt with properly,it may get into the por-nographic trap of carnal desire and behavior easily from love to pornography.Although the theories of col-loquial language poems,represented by the lower-body writing which highlights body and the presence of feeling,have a certain impact on rigid,false and institutionalized writing,colloquial language poems have failed to take a leading role in this rebellion.They hope to get aesthetic experience through carnal animal experience,but this is useless.So does the attempt to get back to the poem essence by expressing genital pleasant sensation.Erotic poems in colloquial language ones j ust stay at the stage of the poem of the animal and carnal poem.They must be transformed by love and beauty to become poem of existence and truth. Only in this way,could they be called the poem of human being.

  15. Using the Spec# Language, Methodology, and Tools to Write Bug-Free Programs

    Science.gov (United States)

    Leino, K. Rustan M.; Müller, Peter

    Spec# is a programming system for the development of correct programs. It consists of a programming language, a verification methodology, and tools. The Spec# language extends C# with contracts, which allow programmers to document their design decisions in the code. The verification methodology provides rules and guidelines for how to use the Spec# features to express and check properties of interesting implementations. Finally, the tool support consists of a compiler that emits run-time checks for many contracts and a static program verifier that attempts to prove automatically that an implementation satisfies its specification. These lecture notes teach the use of the Spec# system, focusing on specification and static verification.

  16. On the L1 Attrition of the Spanish Present Tense

    Science.gov (United States)

    Cuza, Alejandro

    2010-01-01

    This study examines the potential native language (L1) attrition of the ongoing value of the Spanish present tense among long-term Spanish immigrants. Based on the assumption of second-language (L2) transfer and proposals on the permeability of interface-conditioned structures, it is hypothesized that long-term Spanish immigrants will show…

  17. Politeness Strategies in Thai Graduate Research Paper Discussions: Implications for Second/Foreign Language Academic Writing

    Science.gov (United States)

    Getkham, Kunyarut

    2014-01-01

    This paper investigates the use of politeness strategies in 32 discussion sections of research papers produced by Thai graduate students at Graduate School of Language and Communication, National Institute of Development Administration (NIDA), Bangkok, Thailand. The study reported in this paper adopts Brown and Levinson's (1978, 1987) and Myers'…

  18. 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…

  19. 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 &…

  20. 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…

  1. Composition Studies and Second-Language Writing: A History of the Disciplinary Division of Labor.

    Science.gov (United States)

    Matsuda, Paul Kei

    Just like their native-English-speaking peers, the many international students participating in United States higher education are subject to the institutional practices of composition studies. Those international students who are also English as a Second Language (ESL) students have special needs. In addition to the obvious grammar problems, many…

  2. Effect of Instruction on English as a Second Language Students' Discourse Synthesis Writing

    Science.gov (United States)

    Zhang, Cui

    2012-01-01

    Recently, the number of English as a second language (ESL) students who study in the United States has rapidly increased. This increase poses serious challenges for the U.S. universities in which the students are enrolled as well as for the students themselves. One of the challenges the students face is a lack of training in one type of writing…

  3. The way second language young learners view peer review in writing

    Directory of Open Access Journals (Sweden)

    Karen Pupp Spinassé

    2016-01-01

    mixed methods approach (qualitative and quantitative. Results show that students were receptive to peer review and to collaborative work and showed optimism regarding the possibility of having better versions of their texts ater the peers’ feedback. Data also help us understand more about the teacher’s role and the use of second language in peer review.

  4. "The English Is Not the Same": Challenges in Thesis Writing for Second Language Speakers of English

    Science.gov (United States)

    Strauss, Pat

    2012-01-01

    In this article I describe my interaction as an English for academic purposes (EAP) practitioner with a supervisor and her two postgraduate international students, both of whom were second language speakers of English (L2). Because of linguistic and relationship issues the supervisory experience for the parties was challenging and frustrating. I…

  5. 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…

  6. Evidence on the effectiveness of comprehensive error correction in second language writing

    NARCIS (Netherlands)

    van Beuningen, C.G.; de Jong, N.H.; Kuiken, F.

    2012-01-01

    This study investigated the effect of direct and indirect comprehensive corrective feedback (CF) on second language (L2) learners’ written accuracy (N = 268). The study set out to explore the value of CF as a revising tool as well as its capacity to support long-term accuracy development. In additio

  7. Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing

    Science.gov (United States)

    Van Beuningen, Catherine G.; De Jong, Nivja H.; Kuiken, Folkert

    2012-01-01

    This study investigated the effect of direct and indirect comprehensive corrective feedback (CF) on second language (L2) learners' written accuracy (N = 268). The study set out to explore the value of CF as a revising tool as well as its capacity to support long-term accuracy development. In addition, we tested Truscott's (e.g., 2001, 2007) claims…

  8. An Automated Method to Generate e-Learning Quizzes from Online Language Learner Writing

    Science.gov (United States)

    Flanagan, Brendan; Yin, Chengjiu; Hirokawa, Sachio; Hashimoto, Kiyota; Tabata, Yoshiyuki

    2013-01-01

    In this paper, the entries of Lang-8, which is a Social Networking Site (SNS) site for learning and practicing foreign languages, were analyzed and found to contain similar rates of errors for most error categories reported in previous research. These similarly rated errors were then processed using an algorithm to determine corrections suggested…

  9. 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…

  10. 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,…

  11. Automated Writing Evaluation for Formative Assessment of Second Language Writing: Investigating the Accuracy and Usefulness of Feedback as Part of Argument-Based Validation

    Science.gov (United States)

    Ranalli, Jim; Link, Stephanie; Chukharev-Hudilainen, Evgeny

    2017-01-01

    An increasing number of studies on the use of tools for automated writing evaluation (AWE) in writing classrooms suggest growing interest in their potential for formative assessment. As with all assessments, these applications should be validated in terms of their intended interpretations and uses. A recent argument-based validation framework…

  12. Process Writing Checklist.

    Science.gov (United States)

    Jenks, Christopher J.

    This checklist is designed to help develop writing strategies for English language learners (ELLs), focusing on a variety of linguistic strategies inherent in the writing process. It provides them with a graphical representation of the cognitive process involved in complex writing, promoting self-assessment strategies and integrating oral…

  13. On Causes of Native Language Transfer in English Writing%英语写作中的母语迁移成因探析

    Institute of Scientific and Technical Information of China (English)

    刘雪琴

    2012-01-01

    Native language transfer has been a controversial issue in foreign language teaching for a long time. This thesis explores the causes of native language transfer in English writing from the aspects of markedness, affective factors and cognitive strategy. It is concluded that native language transfer in English writing is helpful. Furthermore, it can provide us with some im-plications in writing instruction.%母语迁移在外语教学中式长期存有争议的问题。本文尝试从语言的“标记性”、情感过滤因素和认知策略三个不同的角度,探讨和分析了英语写作中的母语迁移现象的成因,并认为英语写作中可以合理地运用母语来促进写作。由此,在写作教学中我们可以得到一些启示。

  14. Handling L2 Input in Phonological STM: The Effect of Non-L1 Phonetic Segments and Non-L1 Phonotactics on Nonword Repetition

    Science.gov (United States)

    Kovacs, Gabor; Racsmany, Mihaly

    2008-01-01

    This article reports on an experiment comparing the effects of three discrete types of deviance from native language (L1) phonetics and phonology on verbal short-term memory performance. A nonword repetition task was used to measure the recall of four stimulus types: (a) high-probability L1-sounding nonwords, (b) low-probability L1-sounding…

  15. The Effects of L2 Reading Skills on L1 Reading Skills through Transfer

    Science.gov (United States)

    Altmisdort, Gonca

    2016-01-01

    This study investigated whether transfer from L2 to L1 in reading occurs, and if so, which reading sub-skills are transferred into L1 reading. The aim is to identify the role of second language reading skills in L1 reading skills by means of transfer. In addition, the positive effects of the second language transfer to the first language in the…

  16. Language Planning and the Practice of Newly Created Writing Systems for Ethnic Minority Languages in China%中国少数民族新创文字的语言规划及其实践

    Institute of Scientific and Technical Information of China (English)

    海路

    2012-01-01

    20世纪50年代以来,中国共产党和中国政府先后帮助10个民族创制了14种拼音文字。考察半个世纪以来中国少数民族新创文字语言规划的实践,对新中国的少数民族语言规划和民族语文教育,对世界上其他国家和地区有语言无文字的民族创制和推行新文字,都具有重要的参考价值。%Since 1950s, the Chinese Communist Party and the central government have helped to create 14 kinds of alphabetic writing systems for 10 ethnic groups. The review of language planning and the practice of newly created writing systems for Chinese minorities is of very important reference value to language planning for Chinese minorities, minority language teaching, and the creation and implementation of new writing systems for ethnic groups without writing systems in countries and areas elsewhere in the world.

  17. 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…

  18. Considerations on Writing Test Construction

    Institute of Scientific and Technical Information of China (English)

    王欣

    2005-01-01

    Writing test , wins its popularity in measuring the mastery of one's language ability. In view of the significant role writing playing in a test , some considerations on writing test construction are presented in this paper which anticipates the effective ways for measuring one's complex language ability of application.

  19. Writing A Research Paper

    OpenAIRE

    Cennetkusu, Nazmiye Gürel

    2012-01-01

    Writing a research paper in English as a foreign language for the first time is a challenging task for many international doctoral students. This study explores the challenges experienced and strategies utilized during the academic socialization process through research paper writing and within the framework of sociocultural theory. The results indicate that limited experience in research paper writing and personal writing style with cultural influence are the most challenging aspects. The ut...

  20. Reading Much and Writing Much Theory of Language Education%多读多写的语言教育理论

    Institute of Scientific and Technical Information of China (English)

    王秀华; 张贵平

    2009-01-01

    针对语文教育和英语教育的质量和效率问题,把多读多写的经验之谈发展成多读多写的语言教育理论.提出语言教育的四条原则:教师要以身作则广泛阅读,教师要把学生带到图书馆让学生自由阅读自己选择的图书,教师要根据教材中的课文指导学生开展课外延伸阅读,教师自己要多写并要指导学生多写.%In view of the quality and efficiency problems in Chinese education and English education, this study developed the reading much and writing much theory of language education from the reading much and writing much remark of experienced people. Raise the four principles in language education: the teacher should read extensively and serve as a model, the teacher should bring students to libraries and let them read freely, the teacher should guide students in extensive reading starting from texts in the textbooks, and the teacher should write much and also guide students to write much.

  1. 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.

  2. A randomized experiment of a cognitive strategies approach to text-based analytical writing for mainstreamed Latino English language learners in grades 6-12.

    OpenAIRE

    Kim, James Sangil; Olson, Carol B.; Scarcella , Robin; Kramer, Jason; Pearson, Matthew; van Dyk, David; Collins, Penny; Land, Robert E.

    2011-01-01

    This study reports year 1 findings from a multi-site cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English Language learners (ELLs) in 9 middle schools and 6 high schools. 103 English teachers were stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group. The Pathway Project trains teachers to use a pretest on-demand writi...

  3. 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…

  4. Teaching Multicultural Awareness and Understanding through the Language Arts--"Creative Writing." Suggested Topics for Creative and Expository Writing Based on the Haitian Culture for Use with Haitian Children, The Children of the Antilles, and Others Who are Interested in Understanding Their Culture.

    Science.gov (United States)

    Sullivan, Zola Jiles

    As part of a series of documents providing language arts materials adapted for use by children in refugee populations, this list offers 200 topics for creative and expository writing based on the Haitian culture. These topics, which can also be used as stimuli for writing activities by children from the Antilles and students interested in…

  5. The Role of L1 in Second Language Learning--Taking Phonetic Transfer as an Example%母语迁移对二语习得的影响--以语音迁移为例

    Institute of Scientific and Technical Information of China (English)

    黄秀英

    2014-01-01

    Language transfer in foreign language learning is a prevalent phenomenon, which occupies an important position in second language acquisition theory .It is also one of the most important factors in the whole process of second language acquisition. Language transfer can be divided into positive transfer and nega-tive transfer. Positive transfer can promote foreign language learning, while negative transfer makes trouble in foreign language learning.The analysis of the native language transfer to foreign language learning is of far-reaching significance.%语言迁移是外语学习中的一种普遍现象,在二语习得理论研究中占有重要的位置,也是第二语言习得整个过程中的一个重要的因素,它分为正迁移和负迁移。正迁移能促进外语学习,而负迁移增加了外语学习的难度。分析母语迁移对外语学习具有深远的意义。

  6. Writing and University Students

    Directory of Open Access Journals (Sweden)

    Martha Cecilia Andrade Calderón

    2009-07-01

    Full Text Available The article reports on the exploratory-descriptive investigation carried out to explain the writing behavior of the students of the Universidad Colegio Mayor of Cundinamarca. To this effect, it refers to the results of the project that are based on the state of the art of writing in higher education; it is supported by various conceptualizations about its technique throughout time, orality and writing at the University, the act of writing, and references about specific didactics. Furthermore, the article proposes theoretical approaches concerned with the process of writing, such as constructivism, meaningful learning, metacognition, social practices of language and new writing tendencies in information media. Through all this, the article present a profile of the University students on the level of writing and it evaluates their editing skills and the level of writing productiveness. This allows offering an academic proposal with possible guidelines for the institution to strengthen writing ability in their students.

  7. 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.

  8. Developing Cultural Awareness in English Writing

    Institute of Scientific and Technical Information of China (English)

    邹强珍

    2014-01-01

    Language and culture have an intimate relationship,and cultural awareness plays an important role in language learning,involving aural comprehension,speaking,reading,writing and translation.This paper mainly discusses cultural awareness in English writing.

  9. Developing Cultural Awareness in English Writing

    Institute of Scientific and Technical Information of China (English)

    邹强珍

    2014-01-01

    Language and culture have an intimate relationship, and cultural awareness plays an important role in language learning, involving aural comprehension, speaking, reading, writing and translation. This paper mainly discusses cultural awareness in English writing.

  10. We learn to write by reading, but writing can make you smarter We learn to write by reading, but writing can make you smarter

    Directory of Open Access Journals (Sweden)

    Stephen Krashen

    2008-04-01

    Full Text Available My goal in this paper is to make Iwo points: Writing style does not come from writing or from direct instruction, but from reading. Actual writing can help us solve problems and can make us smarter. Writing Style Comes from Readino, A substantial amount of research strongly suggests that we learn to write by reading. To be more precise, we acquire writing style, the special language of writing, by reading. Hypothesizing that writing style comes from reading, not from writing or instniction, is consistent with what is known about language acquisition: Most of language acquisition lakes place subconsciously, not through deliberate study, and it is a result of input (comprehension, not output (production (Krashen, 1982. My goal in this paper is to make Iwo points: Writing style does not come from writing or from direct instruction, but from reading. Actual writing can help us solve problems and can make us smarter. Writing Style Comes from Readino, A substantial amount of research strongly suggests that we learn to write by reading. To be more precise, we acquire writing style, the special language of writing, by reading. Hypothesizing that writing style comes from reading, not from writing or instniction, is consistent with what is known about language acquisition: Most of language acquisition lakes place subconsciously, not through deliberate study, and it is a result of input (comprehension, not output (production (Krashen, 1982.

  11. Porque a escribir se aprende escribiendo. Una propuesta para el aula de ELE / Writing for learning to write. A proposal for the Spanish language classroom

    Directory of Open Access Journals (Sweden)

    Mª Ángeles Díez Coronado

    2016-09-01

    Full Text Available Resumen: La escritura es una de las destrezas que el estudiante de una L2 debe manejar. En las aulas normalmente su enseñanza pasa por el conocimiento de gramática y se vincula a él hasta el punto de sugerirse los ejercicios de escritura casi completamente en relación con la morfología o sintaxis estudiada. Esta metodología no prepara para la producción escrita; afianza la gramática, pero deja de lado la formación para producir textos creativos. Lo que se propone en este artículo, tras una breve contextualización, son una serie de ejercicios que resultan útiles para desarrollar la capacidad de la escritura en alumnos de L2 con cierta base. Abstract: Writing is one of the skills that students of a L2 have to know. Normally, it is in relation with grammar, and the writing exercises are useful for acquiring morphology or syntax. But this methodology does not prepare for the creative writing. In this article, after a brief contextualization, are proposed a series of exercises that are useful for developing the writing skill between students of a L2, when they are not beginners.

  12. 语言学能对二语写作水平的影响%The Influence of Foreign Language Aptitude on the L2 Writing Skills

    Institute of Scientific and Technical Information of China (English)

    尚建国

    2012-01-01

    In China, the results of the investigations of Chinese college students' foreign language aptitude and the relat- ed factors' influence on L2 writing skills show that only gender is highly correlated with foreign language aptitude, while the other individual difference factors, such as cognitive style, learning strategy and ambiguity tolerance are not obviously correlated with foreign language aptitude.%在中国语境下,对非英语专业学生的英语语言学能及其相关因素对二语写作水平的影响的调查结果显示,语言学能与只与性别相关,而与其它个体差异因素,如认知风格、学习策略、歧义容忍度等无明显相关。

  13. Sparse Recovery via l1 and L1 Optimization

    Science.gov (United States)

    2014-11-01

    Sparse Recovery via `1 and L1 Optimization Stanley Osher and Wotao Yin Department of Mathematics , UCLA sjo@math.ucla.edu and wotaoyin@math.ucla.edu 1...WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) University of California, Los Angeles,Department of Mathematics ,Los Angeles...ϕi, ϕj〉 = δjk, for i, j = 1, . . . , N . We get densely supported ϕj , (think of sines and cosines when V = 0). Physicists and chemists want short

  14. 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…

  15. 西方二语写作主流教学法及其理据%The Principal Teaching Approaches of Western Second Language Writing and Their Rationales

    Institute of Scientific and Technical Information of China (English)

    雷晓东

    2013-01-01

    对西方国家二语写作领域的六种主流教学法进行了回顾和简要介绍。针对以往同类型研究的不足,给予各种教学法的相关理据以特别的关注,重点突出二语写作各种主流教学法的本质和内涵,有助于在教学实践中科学合理地选择使用、整合及创新写作教学方法。%The paper makes a brief introduction to six principal ESL (English as Second Language)writing approaches.This research particularly explores and elaborates on the theoretical bases of each approach, which gives prominence to the essence and connotation of these writing approaches,contributing to the op-timization,integration and innovation of second language writing approach in practice.

  16. Sampling an Inner DJ with Hip Hop Hopes: (ReWriting Immigrant Identities for English Language Learners in Classroom Third Spaces

    Directory of Open Access Journals (Sweden)

    Andrew Habana Hafner

    2013-10-01

    Full Text Available This study explores theoretical and pedagogical implications of hip hop culture in (renegotiating identity for immigrant English Language Learners (ELLs in secondary writing classrooms. Analysis focuses on how spoken and written language and discourse shape the production of third spaces in ways that (renegotiate immigrant student identity in the ELL writing classroom. The theoretical framework draws on constructs of social space to reconsider the production of third space in an intermediate ELL writing classroom designed around developing academic and critical literacy grounded in the lived experiences of oppression of immigrant youth. Methods of ethnography and critical discourse analysis of critical spatial events and classroom texts center on a focal immigration unit in which students compose and share immigration narratives. Findings from ethnographic case study of one immigrant Latino male who aspires to become a hip hop DJ illustrate how hip hop discourses frame the chronotope of immigration and represent a classroom third space that promotes academic and critical literacy. This study draws implications for hip hop culture as valuable to curriculum and instruction rooted in the lived spaces of immigrant youth experience and for critical reflective practice for educators.

  17. An ESL Audio-Script Writing Workshop

    Science.gov (United States)

    Miller, Carla

    2012-01-01

    The roles of dialogue, collaborative writing, and authentic communication have been explored as effective strategies in second language writing classrooms. In this article, the stages of an innovative, multi-skill writing method, which embeds students' personal voices into the writing process, are explored. A 10-step ESL Audio Script Writing Model…

  18. 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…

  19. The Role of L1 Literacy on L2 Literacy Learning

    Institute of Scientific and Technical Information of China (English)

    张洁

    2014-01-01

    A native language can be learned effortlessly, while a second language is always difficult for people to learn. L1 literacy may impede or promote L2 literacy learning. This paper discusses the role L1 Literacy on L2 Literacy Learning.

  20. 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…

  1. 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:  L1, Code Switching, Interference of L1, ELT, TESOL

  2. 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…

  3. The Effect of Using Portfolio-Based Writing Assessment on Language Learning: The Case of Young Iranian EFL Learners

    Science.gov (United States)

    Taki, Saeed; Heidari, Maryam

    2011-01-01

    This study investigated the effectiveness of portfolio-based writing assessment in EFL situations. Participants were 40 pre-intermediate young Iranian English learners. They were randomly divided into experimental and control groups of 20 each. The experimental group wrote on five pre-established topics from their coursebook. Their writings were…

  4. 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…

  5. 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......, 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....

  6. Relationship between the Brazilian version of the Montreal-Toulouse language assessment battery and education, age and reading and writing characteristics. A cross-sectional study

    Directory of Open Access Journals (Sweden)

    Karina Carlesso Pagliarin

    Full Text Available CONTEXT AND OBJECTIVE: There is growing concern about understanding how sociodemographic variables may interfere with cognitive functioning, especially with regard to language. This study aimed to investigate the relationship between performance in the Brazilian version of the Montreal-Toulouse language assessment battery (MTL-BR and education, age and frequency of reading and writing habits (FRWH.DESIGN AND SETTING: Cross-sectional study conducted in university and work environments in Rio Grande do Sul, Brazil.METHOD: The MTL-BR was administered to a group of 233 healthy adults, aged 19 to 75 years (mean = 45.04, standard deviation, SD = 15.47, with at least five years of formal education (mean = 11.47, SD = 4.77.RESULTS: A stepwise multiple linear regression model showed that, for most tasks, the number of years of education, age and FRWH were better predictors of performance when analyzed together rather than separately. In separate analysis, education was the best predictor of performance in language tasks, especially those involving reading and writing abilities.CONCLUSION: The results suggested that the number of years of education, age and FRWH seem to influence performance in the MTL-BR, especially education. These data are important for making diagnoses of greater precision among patients suffering from brain injuries, with the aim of avoiding false positives.

  7. Research on the teaching of practical writing in teaching Chinese as a second language%对外汉语教学中写作的实用性教学研究

    Institute of Scientific and Technical Information of China (English)

    徐娟娟

    2011-01-01

    This thesis analyzes the existing problems in the teaching of practical writing in teaching Chinese as a second language and comes up with the pragmatic teaching methods.The teaching of practical writing in teaching Chinese as a second language should be performed according to the learner's Chinese language level and different learning needs.A pragmatic textbook for writing is needed to be written and compiled.On one hand,the design of general writing books should be improved and,on the other hand,the writing of specialized writing books should be attached importance to so as to improve the level of teaching chinese as a second language.%分析目前对外汉语写作教学中存在的问题,提出实用性教学方法,根据不同汉语水平、不同学习需求进行教学,并从实用性角度对写作教材的编写提出设想,改进一般写作教材的设计,注重专业汉语写作教材的编写,选择合适的教材提高对外汉语写作教学水平。

  8. The Application of Post-reading Rewriting to Improve Second Language Writing Coherence%将读后续写应用于提高二语写作连贯性研究

    Institute of Scientific and Technical Information of China (English)

    彭红英

    2016-01-01

    As the strongest predictor of the quality of writing, coherence is difficult to quantify and improve. After-reading writing tasks are popular for the content creation and language imitation. The application of after-reading writing in second language writing teaching can improve the students' second language writing coherence and promote the quality of second language writing.%作为写作质量的最强预测因子,写作连贯难以量化和提高。读后续写任务以其内容创造、语言模仿、创造模仿紧密结合的促学思路大受欢迎。将读后续写应用于二语写作教学、准确把握具体教学中应注意的方面,有助于提高学生二语写作连贯,提高二语写作质量。

  9. 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…

  10. Main: L1DCPAL1 [PLACE

    Lifescience Database Archive (English)

    Full Text Available L1DCPAL1 S000504 15-September-2006 (last modified) kehi L1 element, found in PAL1 p...romoter in carrot (Daucus carota), is a protoplastization (dilution) responsive element; L1 contains Box L-l...ike sequence (ACCTACCC); see also S000492 (BOXL CORE of DC PAL1); L1 Daucus carota (carrot) ATTCACCTACCC ...

  11. 语言迁移研究的新视角:二语对母语的迁移%The Other Side of Language Transfer: from L2 to L1

    Institute of Scientific and Technical Information of China (English)

    王东志

    2009-01-01

    在二语习得领域,二语对母语的迁移(L2>L1)是一个长期被忽视的问题,这方面的研究非常少见,但它又是迁移问题不可回避的一个方面.本文旨在探讨这一新的研究视角的理论价值和现实意义,为迁移研究开辟新的思路.文章首先追根溯源,梳理了二语对母语迁移研究的发展脉络,然后深入剖析了复合能力模型对L2>L1的理论指导意义,并介绍了这方面的主要研究成果,最后阐述了这个新视角对二语教学和二语习得研究的启示,指出其未来的研究潜力.

  12. Written Discourse in Scientific Communities: A conversation with two scientists about their views of science, use of language, role of writing in doing science, and compatibility between their epistemic views and language

    Science.gov (United States)

    Yore, Larry D.; Florence, Marilyn K.; Pearson, Terry W.; Weaver, Andrew J.

    2006-02-01

    This autobiographical case study of two scientists involved in earlier studies documents a profile of each scientist. These profiles were used to develop semi-structured interview protocols and email surveys for each scientist. The central issues of these data collections were whether these modern, evaluativist scientists believe that the review react revise process of publishing a peer-reviewed research report simply improves the quality of the language or actually changes the science, and how their metacognitive awareness and executive control were demonstrated in their science inquiry and science writing. The scientists served both as informants and co-authors. Both scientists believed that writing and revising research reports improved the science as well as the clarity of the text; that their use of absolutist language related to their beliefs about inquiry and not about science knowledge; that addressing comments about their writing forced them to assess, monitor, and regulate their science inquiries and research reports; and that traditional forms of knowledge about nature and natural events were valuable information sources that stress description rather than physical causality

  13. Learning Strategies Under the Process Writing Approach

    Institute of Scientific and Technical Information of China (English)

    肖青芝

    2008-01-01

    Learning strategies play an important role in second language writing.It is even believed by some linguists that experienced writers and novice writers differ mainly in their writing strategies instead of language proficiency.Within the theoretical framework of the process writing approach,this article introduces the writing strategies with all attempt to increase students'awareness of strategy use and improve their English writing.

  14. An empirical study on the effects of lexical chunks input on the second language writing%词块输入对学生二语写作效度影响的实证研究

    Institute of Scientific and Technical Information of China (English)

    周腾英

    2013-01-01

    This paper reveals the correlation between chunks input and storage and the effects of second language writing, which enriches the study of second language acquisition. Chunks enhance the language output. The input of chunks enables second language learners to utilize chunks consciously and thus helps to improve the writing, which has a positive significance for language output and teaching.%通过实证研究,论证出词块输入和存储量对英语写作效度的相关性,丰富二语习得的研究。词块对语言输出有促进作用。词块输入能促使二语学习者有意识使用词块,提高写作水平,对于语言产出和教学都有积极的意义。

  15. Scaffolding EFL Students' Writing through the Writing Process Approach

    Science.gov (United States)

    Faraj, Avan Kamal Aziz

    2015-01-01

    This research reports a study conducted at Koya University/English Language Department, and it aims at presenting the effect of scaffolding on EFL students' writing ability through the writing process. In this study, the students have taken the role of writers, so they need to follow the same steps that writers apply during their writing process.…

  16. Learning the language of school history: the role of linguistics in mapping the writing demands of the secondary school curriculum

    OpenAIRE

    Coffin, Caroline

    2006-01-01

    This paper reports on a research study which used the tools of functional linguistics to illuminate the writing requirements of the history curriculum in the context of Australian secondary schools. It shows how the resulting linguistic description was integrated into a sequence of teaching and learning activities through collaboration between linguist specialists and content/pedagogic specialists. These activities were designed to facilitate students’ writing skills whilst simultaneously dev...

  17. Strategies for Teaching Writing to Primary Students Using the Writing Process.

    Science.gov (United States)

    Reimer, Casey Nicolle

    The challenge of effective writing instruction was investigated by means of a literature review. Writing, as a part of the field of Language Arts, comprising reading, writing, listening and speaking, takes more than teaching spelling, grammar, and other writing conventions for students to develop as writers. The writing process--prewriting,…

  18. We learn to write by reading, but writing can make you smarter We learn to write by reading, but writing can make you smarter

    Directory of Open Access Journals (Sweden)

    Stephen Krashen

    2008-04-01

    Full Text Available My goal in this paper is to make two points: 1. Writing style does not come from writing or from direct instruction, but from reading. 2. Actual writing can help us solve problems and can make us smarter. Writing Style Comes from Reading A substantial amount of research slrongly suggests that wc learn to write by reading. To be more precise, wc acquire writing style, the special language of writing, by reading. Hypothesizing that writing style comes from reading, not from writing or instruction, is consistent with what is known about language acquisition: Most of language acquisition takes place subconsciously, not through deliberate study, and it is a result of input (comprehension, not output (production (Krashen, 1982. Thus, if you wrile a page a day, your writing style or your command of mechanics will not improve. On Ihe other hand, other good things may result from your writing, as we shall see in the second section of this paper. My goal in this paper is to make two points: 1. Writing style does not come from writing or from direct instruction, but from reading. 2. Actual writing can help us solve problems and can make us smarter. Writing Style Comes from Reading A substantial amount of research slrongly suggests that wc learn to write by reading. To be more precise, wc acquire writing style, the special language of writing, by reading. Hypothesizing that writing style comes from reading, not from writing or instruction, is consistent with what is known about language acquisition: Most of language acquisition takes place subconsciously, not through deliberate study, and it is a result of input (comprehension, not output (production (Krashen, 1982. Thus, if you wrile a page a day, your writing style or your command of mechanics will not improve. On Ihe other hand, other good things may result from your writing, as we shall see in the second section of this paper.

  19. Discourse Approaches to Writing Assessment.

    Science.gov (United States)

    Connnor, Ulla; Mbaye, Aymerou

    2002-01-01

    Discusses assessment of English-as-a-Foreign/Second-Language (EFL/ESL) writing. Suggests there is a considerable gap between current practices in writing assessment and criteria suggested by advances in knowledge of discourse structure. Illustrates this by contrasting current practices in the scoring of two major EFL/ESL writing tests with…

  20. Nature of Writing in ELT

    Institute of Scientific and Technical Information of China (English)

    梁玉朋

    2012-01-01

    In recent years, the analysis of writing has been emphasized more and more in the field of English Language Teaching(EFL). Before we start writing in English, it is of great significance to know about the nature of writing in learning and teaching of English.

  1. 第二语言书写的功能神经影像学研究%The neural substrates underlying the writing: a second language PET study

    Institute of Scientific and Technical Information of China (English)

    吴毅; 刘晓加; 吴湖炳

    2008-01-01

    目的 探讨中国人以英语为第二语言进行书写的神经基础.方法 利用PET-CT对6例健康受试者行假写作业和英语文字书写作业的18氟脱氧葡萄糖(18F-fluoro-2-deoxy-D-glucose,18F-FDG)脑 功能成像,用统计参数图(Statistical parametric mapping,SPM)方法对假写、书写的脑PET图像进行配对t检验分析,获得英语文字书写引起的脑内葡萄糖代谢变化区域.结果 左侧顶下小叶、中央后回、扣带回、壳核和右侧额上回、运动前回、丘脑背侧内核、小脑半球葡萄糖代谢增加(P<0.05).结论 第二语言书写涉及多个脑区,左侧顶下小叶、右侧额叶及小脑半球参与词汇的产牛和加工过程,左侧壳核在语言学习上发挥了一定的作用.%Objective To research the neural substracts for the processing of the discourse-level English writing using PET-CT.Method Six healthy people underwent 18F-FDG PET examination in the pseudo-writing condition and the discourse-level English writing condition.statistical parametric mapping(SPM)was used to investigate the activicated focus in english writing thruugh pared-t test.Results The activated foci were observed in left inferior parietal lobule,left postcentral gyrus,left cingulate gyrus,left putamen,fight frontal precentral gyrus,right superior frontal gyrus,right thalamus medial dorsal nucleus,both cerebellum(P<0.05).Conclusions The writing of English as a second language implicates conical and subcortical structures.Left inferior parietal lobule,right frontal and both cerebellum participate in the language production and processes,and left putamen is more engaged in English learning.

  2. SOME THOUGHTS ON WRITING SKILLS

    Directory of Open Access Journals (Sweden)

    Sim Monica Ariana

    2010-07-01

    Full Text Available Writing is one of the central pillars of language learning and should be of major interest and concern to teachers, students and researchers. This paper is intended to be a plea for writing and explores issues regarding instruction and evaluation of writing skills of nonnative speaker students. It examines expectations of nonnative speakers writing quality and performance on writing proficiency exams, as well. Finally, it is trying to ring a bell about this skill that has been neglected in spite of its importance when it comes to foreign language acquisition

  3. English Major Students’ Perceptions of Academic Writing: A Struggle between Writing to Learn and Learning to Write

    OpenAIRE

    Hasan Sağlamel; Mustafa Naci Kayaoğlu

    2015-01-01

    English Major Students’ Perceptions of Academic Writing: A Struggle between Writing to Learn and Learning to Write Abstract Even though writing as a language skill takes a back seat especially with reference to the natural order hypothesis, appreciation of writing in academic settings propel learners to challenge the validity of this order. It is not surprising therefore that writing deserves a higher priority in academic settings due much to its immediate practical application in a v...

  4. Oral Interaction in Task-Based EFL Learning: The Use of the L1 as a Cognitive Tool

    Science.gov (United States)

    de la Colina, Ana Alegria; Mayo, Maria del Pilar Garcia

    2009-01-01

    The role of the first language (L1) in the learning of a second language (L2) has been widely studied as a source of cross-linguistic influence from the native system (Gass and Selinker, "Language Transfer in Language Learning," John Benjamins, 1992). Yet, this perspective provides no room for an understanding of language as a cognitive tool…

  5. Translation assistance by translation of L1 fragments in an L2 context

    NARCIS (Netherlands)

    Gompel, M. van; Bosch, A.P.J. van den

    2014-01-01

    In this paper we present new research in translation assistance. We describe a system capable of translating native language (L1) fragments to foreign language (L2) fragments in an L2 context. Practical applications of this research can be framed in the context of second language learning. The type

  6. 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…

  7. Reshaping Teacher Cognition about L1 Use through Critical ELT Teacher Education

    Science.gov (United States)

    Miri, Mowla; Alibakhshi, Goudarz; Mostafaei-Alaei, Mahnaz

    2017-01-01

    The authors report on a study aimed at exploring the role of a teacher education program (TEP) rested upon the tenets of critical pedagogy in influencing teachers' cognitions and practices concerning first-language (L1) use in second-language (L2) classrooms. Participants were 10 Iranian English as a foreign language teachers, whose cognitions…

  8. Language

    DEFF Research Database (Denmark)

    Sanden, Guro Refsum

    2016-01-01

    of a company. Language policies and/or strategies can be used to regulate a company’s internal modes of communication. Language management tools can be deployed to address existing and expected language needs. Continuous feedback from the front line ensures strategic learning and reduces the risk of suboptimal......Purpose: – The purpose of this paper is to analyse the consequences of globalisation in the area of corporate communication, and investigate how language may be managed as a strategic resource. Design/methodology/approach: – A review of previous studies on the effects of globalisation on corporate...... communication and the implications of language management initiatives in international business. Findings: – Efficient language management can turn language into a strategic resource. Language needs analyses, i.e. linguistic auditing/language check-ups, can be used to determine the language situation...

  9. Main: L1BOXATPDF1 [PLACE

    Lifescience Database Archive (English)

    Full Text Available L1BOXATPDF1 S000386 05-November-2005 (last modified) kehi L1 box found in promoter ...of Arabidopsis thaliana (A.t.) PROTODERMAL FACTOR1 (PDF1) gene; Located between -134 and -127; Involved in L...ding motif (Wang et al., 2004); HDZip IV; See also S000371; PDF1; L1 box; L1 layer-specific expression; Shoo

  10. Reflective Blogfolios in the Language Classroom: Impact on EFL Tertiary Students’ Argumentative Writing Skills and Ways of Knowing

    OpenAIRE

    Ammar Abdullah Mahmoud Ismial

    2016-01-01

    The emerging paradigm shift in educational contexts from walled classroom environments to virtual, hybrid, blended, and lately personal learning environments has brought about vast changes in the foreign language classroom practices.  Numerous calls  for experimenting with new instructional treatments to enhance students' language performance in these new learning environments have been voiced by researchers and language educators in different settings. The current study aimed at investigatin...

  11. Towards Evaluating the Writing Laboratory: A Prototype.

    Science.gov (United States)

    Mejorada, Ma. Flor E.; Fonacier, Elvira

    A model for evaluating a college second language writing instruction program is presented, based on experiences at the De La Salle University (Philippines) writing laboratory. The laboratory, a support unit of the university's language program, provides remedial instruction in composition and academic writing for referred students. The proposed…

  12. An Approach to the Teaching of Continuous Writing in ESL Classes.

    Science.gov (United States)

    Tomlinson, Brian

    1983-01-01

    A method is described for teaching writing of English as a second language that emphasizes exposure to genuine, useful language and opportunities to use it. Sample exercises are provided that illustrate seven stages of writing: free writing, analysis, presentation, controlled writing, guided writing, free writing, and modelling. (MSE)

  13. 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)

  14. 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…

  15. Relationship between English Language Learners' Proficiency in Reading, Writing, Listening, and Speaking and Proficiency on Maryland School Assessments in Mathematics

    Science.gov (United States)

    Johnson, C. Michael

    2013-01-01

    Mathematics proficiency of English language learners (ELLs) on the Maryland School Assessments (MSA) for mathematics continues to lag behind the proficiency level of students who are proficient English speakers. The purpose of this study was to determine if there is a statistically significant relationship between English language learner's…

  16. Reflective Blogfolios in the Language Classroom: Impact on EFL Tertiary Students' Argumentative Writing Skills and Ways of Knowing

    Science.gov (United States)

    Ammar, Abdullah Mahmoud Ismial

    2016-01-01

    The emerging paradigm shift in educational contexts from walled classroom environments to virtual, hybrid, blended, and lately personal learning environments has brought about vast changes in the foreign language classroom practices. Numerous calls for experimenting with new instructional treatments to enhance students' language performance in…

  17. Toward a Three-Step Pedagogy for Fostering Self-Assessment in a Second Language Writing Classroom

    Science.gov (United States)

    Liang, John

    2014-01-01

    This article describes a three-step pedagogy aimed at developing college ESL students' ability to assess and evaluate their own writing through intentional learner training. The three pedagogical steps are teacher modeling, guided peer assessment, and independent self-assessment. To illustrate, a set of scaffolded instructional procedures are…

  18. 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…

  19. Learning the Language of School History: The Role of Linguistics in Mapping the Writing Demands of the Secondary School Curriculum

    Science.gov (United States)

    Coffin, Caroline

    2006-01-01

    This study uses the tools of functional linguistics to illuminate the writing requirements of the history curriculum in the context of Australian secondary schools. It shows how the resulting linguistic description was integrated into a sequence of teaching and learning activities through collaboration between linguists and content/pedagogic…

  20. How Is Language Used to Craft Social Presence in Facebook? A Case Study of an Undergraduate Writing Course

    Science.gov (United States)

    Gordon, Jessica

    2016-01-01

    This quantitative content analysis examines the way social presence was created through original posts and comments in a Facebook group for an undergraduate writing course. The author adapted a well-known coding template and examined how course members--one instructor, two undergraduate teaching assistants and twenty-two students--used language…