The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: a Longitudinal Study
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
SLA in Uncertain Times: Disciplinary Constraints, Transdisciplinary Hopes
Working Papers in Educational Linguistics (WPEL) Volume 33 Number 1 Spring 2018 Article 1 Spring 2018 SLA in Uncertain Times: Disciplinary Constraints, Transdisciplinary Hopes Lourdes Ortega Follow this and additional works at: https://repository.upenn.edu/wpel Part of the Education Commons, and the Linguistics Commons Recommended Citation Ortega, L. (2018). SLA in Uncertain Times: Disciplinary Constraints, Transdisciplinary Hopes. 33 (1), Retrieved from https://repository.upenn.edu/wpel/vol33/iss1/1 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/wpel/vol33/iss1/1 For more information, please contact [email protected]. SLA in Uncertain Times: Disciplinary Constraints, Transdisciplinary Hopes Abstract We live in uncertain times in an uncertain world. While large-scale efforts exist to end poverty, promote peace, share wealth, and protect the planet, we are witnessing serious deterioration of solidarity and respect for human diversity, coupled with alarming tides of authoritarian populism in the West. Many multilinguals—even more so multilinguals in marginalized communities—are vulnerable in the present climate. Researching bi/multilingualism is the business of second language acquisition (SLA) researchers. How well equipped is this field to respond to the present challenges? In this article I unpack four constraints that I believe hamper SLA’s capacity to generate useful knowledge about multilingualism. One is a disciplinary identity that is built around the language two of learners and the late timing of learning. The second constraint is the adherence to an essentialist ontology of language that considers it a system separate from the act of communication. A third constraint is a teleological view of linguistic development benchmarked against an ideal monolingual native speaker model. -
Exploring the Dynamics of Second Language Writing
CY147/Kroll-FM CY147/Kroll 0 521 82292 0 January 15, 2003 12:46 Char Count= 0 Exploring the Dynamics of Second Language Writing Edited by Barbara Kroll California State University, Northridge v CY147/Kroll-FM CY147/Kroll 0 521 82292 0 January 15, 2003 12:46 Char Count= 0 published by the press syndicate of the university of cambridge The Pitt Building, Trumpington Street, Cambridge, United Kingdom cambridge university press The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarcon´ 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org C Cambridge University Press 2003 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2003 Printed in the United States of America Typefaces Sabon 10.5/12 pt. and Arial System LATEX2ε [TB] A catalog record for this book is available from the British Library. Library of Congress Cataloging in Publication data Exploring the dynamics of second language writing / edited by Barbara Kroll. p. cm. – (The Cambridge applied linguistics series) Includes bibliographical references and index. ISBN 0-521-82292-0 (hardback) – ISBN 0-521-52983-2 (pbk.) 1. Language and languages – Study and teaching. 2. Composition (Language arts) 3. Rhetoric – Study and teaching. I. Kroll, -
Written Corrective Feedback for L2 Development. John Bitchener & Neomy Storch
Iranian Journal of Language Teaching Research 7(1), (Jan., 2019) 140-142 140 Content list available at http://ijltr.urmia.ac.ir Iranian Journal of Language Teaching Research Urmia University (Book Review) Written Corrective Feedback for L2 Development. John Bitchener & Neomy Storch. Multilingual Matters, Buffalo (2016). 155 pp., ISBN: 978-1-78309-503-2 Hongbo Yi a, * a Anhui Technical College of Mechanical and Electrical Engineering, China Written corrective feedback (CF) is a traditionally ubiquitous pedagogical practice in L2 teaching, but its contribution to L2 development has been relatively ignored. Since Truscott (1996) claimed that written CF is ineffective in L2 development and should be abandoned, a lot of researchers and practitioners have extensively investigated its role within the framework of second language acquisition and L2 writing (Ene & Kosobucki, 2016). However, no conclusive results have been obtained. Written corrective feedback for L2 development comprehensively reviews available studies on written CF from cognitive and sociocultural perspectives and outlines the directions of future research. The book consists of six chapters. Chapter 1, a general introduction of the book, begins with the aim of the book, which is to explore the impact of written CF “on the learning of the L2” (p. 1). Then two key terms, written CF and L2 development, are defined, and the pedagogical and theoretical importance of written CF for L2 development is noted, followed by the presentation of the structure of the book. The next two chapters theoretically and empirically explore the contribution of written CF to L2 development from a cognitive perspective. Chapter 2 examines the theoretical foundations of written CF from the cognitive perspective. -
Passages Into College Writing by Jason Schneider
Current Issue From the Editors Weblog Editorial Board Editorial Policy Submissions Archives Accessibility Search Composition Forum 40, Fall 2018 Passages into College Writing: Listening to the Experiences of International Students Jason Schneider Abstract: Enrollments of international students are at very high levels in the U.S., a development that has altered the demographics of first-year composition classes in recent years. Nonetheless, writing instructors and administrators often know little about these students’ backgrounds, which can make it difficult to design pedagogies that are responsive to their specific needs. Drawing on data from a qualitative, longitudinal study with a cohort of undergraduate international students, this article addresses three interrelated issues: 1) pre- college writing experiences of international students in both their first languages and English; 2) key points of challenge and discovery for international students as they enter the culture of U.S. academic writing; and 3) possible pedagogic interventions designed to better support international students. Situating findings in relation to recent scholarship on students’ transitions from high school to college, the article explores ways in which the experiences of international students are both similar to and different than those of their U.S.-educated peers. Introduction A few years ago, two colleagues and I who teach first-year composition (FYC) for international students organized an event for writing faculty at our institution. The goal was to provide guidance for instructors who do not have expertise in teaching international students, but who often have these students in their classes. We talked about teaching strategies, and then we invited three international students to talk about their experiences and answer questions. -
Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 12-2017 Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom Michael Spooner Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the First and Second Language Acquisition Commons Recommended Citation Spooner, Michael, "Code-Switching and Its Challenges: Perspectives on Translanguaging in the EFL/ESL Classroom" (2017). All Graduate Plan B and other Reports. 1126. https://digitalcommons.usu.edu/gradreports/1126 This Creative Project is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. i CODE-SWITCHING AND ITS CHALLENGES: PERSPECTIVES ON TRANSLANGUAGING IN THE EFL CLASSROOM by Michael Spooner A portfolio submitted in partial fulfillment of the requirements for the degree of MASTER OF SECOND LANGUAGE TEACHING Approved: Dr. Karin DeJonge-Kannan Dr. Maria Luisa Spicer-Escalante Major Professor Committee Member Dr. Abdulkafi Albirini Dr. Sylvia Read Committee Member Committee Member Dr. Bradford J. Hall Department Head UTAH STATE UNIVERSITY Logan, Utah 2017 Copyright 2017 © Michael Spooner All rights reserved DEDICATION This work is dedicated to the memory of Alberto, whose full name I do not know. Alberto was a Puerto Rican man who worked long ago with my father in a machine shop in Milwaukee. Alberto loved Spanish, his first language, and especially the way it was spoken in Puerto Rico. -
The Effect of Sustained Teacher Feedback on CAF, Content
Iranian Journal of Language Teaching Research 8(2), (July, 2020) 41-61 41 Content list available at http://ijltr.urmia.ac.ir Iranian Journal of Language Teaching Research Urmia University The Effect of Sustained Teacher Feedback on CAF, Content and Organization in EFL Writing Ali Rastgou a, *, Neomy Storch b, Ute Knoch b a Islamic Azad University, Iran b University of Melbourne, Australia A B S T R A C T Despite teachers' mainstream practices in L2 writing classrooms addressing different dimensions of writing over time, much of the research on feedback in recent years has been of relative short duration and has mainly focused on accuracy. The current longitudinal study investigated the influence of sustained teacher written feedback on accuracy, syntactic complexity, fluency, content, and organization in an EFL context. Ninety-two learners were divided into four groups, receiving written corrective feedback, feedback on content and organization, multilateral feedback (i.e., on grammatical accuracy, content, and organization), and no feedback over a 3½-month period. They completed a pre-test, post-test, and delayed post-test and wrote and revised eight interim expository compositions on a weekly basis. Results showed that the three treatment groups significantly improved in the dimensions on which they received feedback. However, only the groups who received feedback on content and organization improved in fluency. Importantly, the multilateral group improved in accuracy as well as fluency, content and. organization. Theoretically, the findings endorse the language learning potentials of sustained writing as long as it is guided by teacher feedback. The findings provide empirical support for the influence of sustained feedback on expanding and consolidating learners’ explicit knowledge of L2 writing. -
Downloaded for Free
Salem State University From the SelectedWorks of Sovicheth Boun March 24, 2014 A Critical Examination Of Language Ideologies And Identities Of Cambodian Foreign-Trained University Lecturers Of English Sovicheth Boun Available at: https://works.bepress.com/sovicheth-boun/2/ Table of Contents General Conference Information ....................................................................................................................................................................... 3-‐13 Welcome Messages from the President and the Conference Chair ........................................................................................................................ 3 Conference Program Committee .......................................................................................................................................................................................... 4 Registration Information, Exhibit Hall Coffee Hours, Breaks, Internet Access, Conference Evaluation ................................................ 4 Strand Coordinators and Abstract Readers .................................................................................................................................................................. 5-‐6 Student Volunteers, Individual Sessions and Roundtable Sessions Instructions ............................................................................................ 7 Conference Sponsors ............................................................................................................................................................................................................. -
Syntactic Complexity in L2 Writing: Progress and Expansion
Journal of Second Language Writing 29 (2015) 82–94 Contents lists available at ScienceDirect Journal of Second Language Writing journal homepage: www.elsevier.com/locate/seclan Syntactic complexity in L2 writing: Progress and expansion Lourdes Ortega Department of Linguistics, Georgetown University, 1437 37th Street NW, Box 571051, Poulton Hall 250, Washington, DC 20057-1051, USA A R T I C L E I N F O A B S T R A C T In this commentary to the Special Issue, I first identify four themes that arise from the Keywords: contributions that each study makes to the study of syntactic complexity in L2 writing. I Syntactic complexity then explore several other themes that stem from the collective findings from the five Crosslinguistic influence studies and which connect with the general landscape of the research domain. Two L2 proficiency Genre questions guide the domain. One question is substantive: What do we know about how Cross-rhetorical transfer syntactic complexity grows, and what factors affect this growth? The other question is L2 development methodological: How can one best measure syntactic complexity? Both, of course, are Writing quality interrelated. An overarching conclusion is that much progress has been made in what is already known, substantively and methodologically. An emerging insight is that we can look forward to several areas of expansion that are imminent in the domain. ã 2015 Elsevier Inc. All rights reserved. 1. Introduction Syntactic complexity is understood broadly as the range and the sophistication of grammatical resources exhibited in language production. Synonyms such as variety, diversity, and elaboratedness of deployed grammatical features are also often seen in all contemporary definitions of high currency among second language (L2) researchers. -
1 Second Language Writing in the Twentieth Century: a Situated Historical Perspective
Cambridge University Press 978-0-521-52983-9 - Exploring the Dynamics of Second Language Writing Edited by Barbara Kroll Excerpt More information 1 Second language writing in the twentieth century: A situated historical perspective Paul Kei Matsuda Existing historical accounts of studies in second language (L2) writing, which began to appear in the 1990s, usually begin with the 1960s and catalogue pedagogical approaches or emphases (e.g., Leki, 1992; Raimes, 1991; Silva, 1990).1 It is not historically insignificant that many researchers see the 1960s as the beginning of the discipline, that they focus on pedagogical approaches or emphases, and that historical ac- counts began to appear in the 1990s because these accounts embody a set of assumptions about the disciplinary and epistemological status of second language writing. That is, these accounts tend to position second language writing as a subfield of second language studies and present the primary responsibility of second language writing researchers as the development of pedagogical knowledge in the service of advancing the field. Yet, a broader view of the history seems to suggest the limitations of these assumptions. Although it is true that writing issues began to attract serious attention from L2 specialists only in the 1960s, historical evidence suggests that L2 writing instruction did not suddenly become an issue in the 1960s (Matsuda, 1999). Furthermore, the rise of historical consciousness in the early 1990s seems to indicate that the nature of second language writing studies began to change around that time. My goal in this chapter is to provide an understanding of the dy- namics of the field of second language writing by considering its de- velopment from a broader, interdisciplinary perspective. -
Chapter 4 the Mental Lexicon of Multilingual Adult Learners of Italian L3: a Study of Word Association Behavior and Cross-Lingual Semantic Priming
Chapter 4 The mental lexicon of multilingual adult learners of Italian L3: A study of word association behavior and cross-lingual semantic priming Anna Gudmundson Stockholm University This study, a partial replication of the study conducted by Fitzpatrick & Izura (2011) on bilingual speakers, investigates the structure and processing of the mental lex- icon of multilingual speakers of first language (L1) Swedish, second language (L2) English and third language (L3) Italian in order of acquisition. By way of word association tasks in all three languages, the effect of language status (L1, L2, L3) and association category (i.e., the different kinds of word association responses) on reaction time (RT) and association distribution (i.e., proportion of associations in different association categories) is measured. Results show a significant effect of language status on association distribution and on RT. The present study also investigates the effect of long-term cross-lingual semantic priming and lexical me- diation between L3 and L2 in a lexical decision task (LDT), i.e. if the activation of L3 conceptual information is mediated by the corresponding word form in the L2. The primes in this study are English words whose Italian translation equiva- lents were present in the prior L3 Italian word association task. The translation equivalents obtained shorter RTs compared to control words, which indicates that L2 English words were activated during the L3 Italian word association task. The kind of cross-lingual priming found in the multilinguals investigated in this study would imply that, besides the L1, also an L2 could mediate in lexical processing, and that the L1 does not have a privileged status in that respect. -
Excellence in Language Instruction: Supporting Classroom Teaching & Learning 3–5 December 2015 National Institute of Education, Singapore
Excellence in Language Instruction: Supporting Classroom Teaching & Learning 3–5 December 2015 National Institute of Education, Singapore Advance Program www.tesol.org/singapore TESOL thanks its Global Partners STRATEGIC PARTNER What is a TESOL Regional Conference? EVENT PARTNERS A TESOL Regional Conference is a three-to-five-day event featuring keynote speakers and concurrent sessions. TESOL collaborates with local organizations to develop strands relevant to the local context, a call for proposals, and pre- and postconference institutes. All proposals are peer reviewed. www.tesol.org/regionals Keynote Speakers Join TESOL in Singapore! OPENING KEYNOTE Teacher Tales: Context-Embedded Second Language Learn about the latest trends in international language Teacher Professional Development instruction and assessment from experts in the field through 6 preconference workshops, 3 keynote addresses, and more Anne Burns than 180 engaging and thought-provoking sessions. To be effective, teacher professional www.tesol.org/singapore development should be linked to, and This event is co-organized by TESOL International Association embedded within, the contexts in which and the National Institute of Education, Singapore. teachers work. In this presentation, I explore the idea of context-embedded teacher development and draw on teachers’ tales about how their own classrooms have provided the impetus Schedule at a Glance for profound professional insights. is professor of TESOL at the University of New Thursday, 3 December Anne Burns South Wales, Sydney, Australia, and professor emerita 8:00 am – 12:00 pm Preconference Workshops in language education at Aston University, Birmingham, (ticketed event) England. She has worked with many teachers internationally 12:00 – 1:00 pm Lunch (provided) and has published extensively. -
Mapping the Gaps in Services for L2 Writers Martha Davis Patton, University of Missouri (With Debt to Jessica Armstrong)
WAC and Second Language Writing: Cross-field Research, Theory, and Program Development Mapping the Gaps in Services for L2 Writers Martha Davis Patton, University of Missouri (with debt to Jessica Armstrong) Abstract: Given complaints about preparation of international students for their writing-intensive courses, a director of first-year writing and an undergraduate researcher at a Midwestern research university conducted a needs assessment based on Kaufman’s model. Instruments used included a survey, interviews, and analysis of commentary on sample papers. Findings suggest that there is a growing undergraduate second-language (L2) population, both locally and nationally, yet there continues to be a gap between L1 writing research and L2 writing research; there is also a gap between and among several university writing units. Recommendations include appeals to administrators for more teaching, tutoring, and faculty development resources. To refine the assessment in the future, an alternative needs assessment model, the Logic Model, is described. Matt W get some money and donation his clothes Setemper 4,c2009 in the Black Bery Exchange. He comes to the store with a bunch of clothes. He gives all cloths to a clerk. Niceie Davis who is working the store conunts the colthes. He brings total 17 items of clothes in the store. She calculates from his clothes to the money. She said, "You got total 18 dollars." — Excerpts from two MU Journalism Students' Stories The two news stories above about Blackberry Exchange, a used-clothing store in our Midwest college town, exercised several journalism faculty enough that they went to the dean of Journalism, who picked up the phone and called the dean of Arts and Science, who issued an email to a dozen people from across campus, including the registrar, the director of the Intensive English Program, several writing-intensive faculty who share concerns about the quality of writing produced by their international students, and me, the director of the First-Year Writing Program and a former WAC administrator.