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Elisa Leslie Barquin Writing Development in a Study Abroad Context Elisa Leslie Barquin TESI DOCTORAL UPF / 2012 DIRECTOR DE LA TESI Dra. Carmen Pérez-Vidal i Dra. Aurora Bel Gaya DEPARTAMENT DE TRADUCCIÓ I CIENCIES DE LLENGUATGE iii Acknowledgements First and foremost I would like to thank my two supervisors, Carmen Perez-Vidal and Aurora Bel-Gaya, for their trust in me and for their guidance and understanding throughout this process. Carmen, you are a wonderful motivator, and I would not have written this dissertation without your encouragement and generosity. I really appreciate all the support you’ve given me from beginning to end. Aurora, thank you for being so flexible, generous with your time, and for having patience with the many twists and turns I took before arriving at this point. I would also like to sincerely thank everyone involved in the SALA project, especially the many researchers who volunteered their time to aid in data collection and the student participants who made the project possible. SALA has benefited a great deal over the years from a series of hard-working and competent research assistants: Pilar, Rebecca, Isabel, Margalida, and Teodora, this dissertation owes a debt to all of you. In particular, I would like to thank Pilar and Rebecca for taking the time to help me locate the necessary data, for providing answers and explanations to all my questions, and for generally making my life much easier at the beginning of this process. Next I would like to thank our former department head, Enric Vallduvi, for his advice, good humor, and support over the years. I really appreciate all you’ve done for me, Enric. In a similar vein, I would like to thank Teun van Dijk for the various opportunities he has offered me during my time at the UPF, which have always been both challenging and rewarding experiences. At the beginning of my degree I benefited from a departmental grant to spend a semester studying at the University of Edinburgh. I would like to thank Professor Antonella Sorace for welcoming me, including me in the many interesting projects and research groups under her supervision, and paving the way for an extremely stimulating period of study. I would also like to thank Dr. Albert Costa, of the UPF’s Center of Brain and Cognition, for the time he dedicated to helping me with a previous research project, conducted in the wake of my stay in Edinburgh. The skills I acquired during that period improved my research overall and made writing this dissertation much less daunting. On a more personal level: Holly and Erin, thank you so much for your help with this project; I am lucky to have friends who are so generous, responsible, and reliable (both statistically and more generally speaking). iv Margalida, thank you for the many, many hours you have spent helping me think, commiserating with me, and motivating me to continue. You are a great friend, a valuable colleague, and I’m sure you will one day make an excellent PhD director. To Erica and Potato, thank you so much for sharing your home in Austin and providing the perfect writers’ colony at a crucial stage. Tim, thank you for the positive energy and optimism you share with me every day, for making life extra fun, and for making sure I don’t forget to enjoy it. Finally, to my parents, thank you for a lifetime of support, encouragement, and unconditional love. Elisa Barquin Barcelona, September 2012 v Abstract While study abroad at the university level has been shown to benefit many aspects of second language proficiency, little is known about how this affects participants’ writing skills. The present study explores writing development in a group of 30 EFL learners over a period of 15-months and compares the progress made in two distinct learning contexts: study abroad (SA) and classroom instruction at home (AH). The learners’ writing before and after each learning context is evaluated by trained raters and analyzed quantitatively, using an assortment of computational tools, to determine whether progress is made in the domains of complexity, accuracy, fluency, lexical diversity and sophistication, and cohesion. The learners’ writing is also compared, in terms of both quality and characteristics, to the writing of 28 native speakers of English who wrote on the same topic under the same conditions. Results indicate the writing improves significantly after the SA context, and that learners make considerably more progress while abroad than during the AH context. Resum S’ha demostrat que les estades a l’estranger a nivell universitari són beneficioses en molts aspectes per a millorar la competència d’una segona llengua. Tanmateix, no se sap gaire sobre com afecten l’habilitat d’escriure dels participants. Aquest estudi investiga el desenvolupament de l’escriptura en un grup de 30 aprenents d’anglès com a llengua estrangera durant un període de 15 mesos. Alhora compara el progrés en dos contextos d’aprenentatge diferents: les estades a l’estranger i la instrucció a l’aula al país d’origen. S’avalua l’escriptura dels aprenents abans i després de cada context d’aprenentatge, d’una banda, per mitjà d’un grup d’avaluadors experts i, d’una altra, mitjançant un conjunt d’eines computacionals per a determinar si hi ha progrés en els dominis següents: complexitat, correcció, fluïdesa, diversitat i sofisticació lèxiques i cohesió. També es compara, en termes de qualitat i característiques, amb l’escriptura de 28 parlants nadius d’anglès que van escriure textos sobre el mateix tema i en les mateixes condicions. Els resultats indiquen que l’escriptura millora significativament després de l’estada a l’estranger i que els aprenents progressen més quan són a l’estranger que no pas en el context d’instrucció a l’aula al país d’origen. vii Table of Contents ACKNOWLEDGEMENTS ..................................................................................III ABSTRACT .......................................................................................................V TABLE OF CONTENTS....................................................................................VII TABLE OF FIGURES.........................................................................................XI GLOSSARY OF ABBREVIATIONS ................................................................. XIII INTRODUCTION................................................................................................ 1 PART I.............................................................................................................. 7 1. THE EFFECTS OF STUDY ABROAD ON L2 WRITING .................................. 9 1.1 An introduction to study abroad research.......................................... 11 1.1.1 SA in Europe: a path to multilingualism................................. 11 1.1.2 SA in Europe vs. North America................................................ 13 1.1.3 Open questions about SLA in SA contexts................................ 14 1.2 Methodological issues in study abroad research ............................... 16 1.2.1 Selection biases and the need for comparative data .................. 16 1.2.2 Individual differences and the role of ‘initial level’ .................. 18 1.3 The effects of study abroad on linguistic competence...................... 21 1.3.1 Gains in fluency .......................................................................... 23 1.3.1.2 Studies with written data....................................................... 26 1.3.2 Gains in lexico-grammatical competence .................................. 28 1.3.2.1 Receptive vocabulary gains .................................................. 29 1.3.2.2 Lexico-grammatical competence in speech ......................... 30 1.3.2.2 Studies with written data....................................................... 32 1.4 Research on writing in SA contexts................................................... 33 1.5 Summary: the effects of SA on L2 writing ....................................... 38 2. THE NATURE OF L2 WRITING ABILITY.................................................... 41 2.1 Introduction: the nature of writing ability ......................................... 42 2.1.1 Writing ability and formal education ......................................... 42 2.1.2 The relationship between writing and speech............................ 44 2.2 Models of the writing process............................................................ 47 2.2.1 Early models: writing as a recursive, problem-solving task...... 47 2.2.2 Revised models: the role of working memory........................... 52 2.3 Writing in a second language............................................................. 55 2.3.1 Qualitative differences................................................................ 56 2.3.1.1 Formulation ........................................................................... 57 2.3.1.2 Planning................................................................................. 59 2.3.1.3 Revision................................................................................. 60 2.3.1.4 Allocation of resources ......................................................... 61 2.3.1.5 The role of proficiency.......................................................... 62 viii 2.3.2 Linguistic proficiency vs. writing expertise............................... 63 2.4 Summary: The Nature of L2 Writing Ability.................................... 67 3. EVALUATING PROGRESS IN L2 WRITING................................................. 69 3.1 Assessing Writing Quality ................................................................
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