Effect of Social Interaction on L2 Writing Performance of American and Chinese Secondary School Tudents PDF Download
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Category :
Languages : en
Pages :
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The main goal of this study was to investigate the effect of social interactive writing (SIW) with native speakers (NS) pals of the target language on second language (L2) writing performance for secondary school beginning L2 learners. Other goals included investigating the strategy use, cultural learning and affective states of secondary school L2 learners during the SIW. The SIW in this study was via electronically scanned hand-written exchange letters attached to e-mail between American and Chinese pen-pals. A total of 79 participants were involved in this study for over a four-month period, where the 37 American participants (grades 7 to 11) were divided into two comparable groups (SIW and worksheet-writing) and tested for two-month writing improvement. The ANCOVA results indicated that the SIW group writing mean scores were marginally significantly greater (F = 3.52, p=.07) than those of the worksheet-writing group and the effect size of the writing improvement of the SIW group was medium to large (c̦ 2 = .105). Other findings of this study derived from participants' surveys, interviews, exchange letters and teachers' notes triangulated the statistical results and further revealed that participants used their first language (L1), memory tools, and dictionaries as common strategies to help L2 writing; that L2 learners somewhat benefited in cultural learning and social skills development through SIW; and that SIW improved participants' level of interest, motivation in learning an L2. Thus, the proposed two-way SIW model supports the notion of sociolinguistics that L2 educators consider facilitating L2 acquisition in real social contexts as they construct classroom environments. The technique of using e-mail with a scanned hand-written letter attachment is also recommended for L2 classrooms, especially for beginning learners.
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Category : Dissertations, Academic
Languages : en
Pages : 548
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Abstracts of dissertations available on microfilm or as xerographic reproductions.
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ISBN:
Category :
Languages : en
Pages :
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Book Description
The main goal of this study was to investigate the effect of social interactive writing (SIW) with native speakers (NS) pals of the target language on second language (L2) writing performance for secondary school beginning L2 learners. Other goals included investigating the strategy use, cultural learning and affective states of secondary school L2 learners during the SIW. The SIW in this study was via electronically scanned hand-written exchange letters attached to e-mail between American and Chinese pen-pals. A total of 79 participants were involved in this study for over a four-month period, where the 37 American participants (grades 7 to 11) were divided into two comparable groups (SIW and worksheet-writing) and tested for two-month writing improvement. The ANCOVA results indicated that the SIW group writing mean scores were marginally significantly greater (F = 3.52, p=.07) than those of the worksheet-writing group and the effect size of the writing improvement of the SIW group was medium to large (c̦ 2 = .105). Other findings of this study derived from participants' surveys, interviews, exchange letters and teachers' notes triangulated the statistical results and further revealed that participants used their first language (L1), memory tools, and dictionaries as common strategies to help L2 writing; that L2 learners somewhat benefited in cultural learning and social skills development through SIW; and that SIW improved participants' level of interest, motivation in learning an L2. Thus, the proposed two-way SIW model supports the notion of sociolinguistics that L2 educators consider facilitating L2 acquisition in real social contexts as they construct classroom environments. The technique of using e-mail with a scanned hand-written letter attachment is also recommended for L2 classrooms, especially for beginning learners.
Author: Ken Hyland
Publisher: Cambridge University Press
ISBN: 1108425070
Category : Computers
Languages : en
Pages : 331
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Book Description
Offers an up-to-date analysis of issues related to providing, using and researching feedback, including new developments in technology.
Author: Ken Hyland
Publisher: Routledge
ISBN: 1000426637
Category : Language Arts & Disciplines
Languages : en
Pages : 324
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Book Description
The new edition of Ken Hyland’s text provides an authoritative guide to writing theory, research, and teaching. Emphasising the dynamic relationship between scholarship and pedagogy, it shows how research feeds into teaching practice. Teaching and Researching Writing introduces readers to key conceptual issues in the field today and reinforces their understanding with detailed cases, then offers tools for further investigating areas of interest. This is the essential resource for students of applied linguistics and language education to acquire and operationalise writing research theories, methods, findings, and practices––as well as for scholars and practitioners looking to learn more about writing and literacy. New to the fourth edition: Added or expanded coverage of important topics such as translingualism, digital literacies and technologies, multimodal and social media writing, action research, teacher reflection, curriculum design, teaching young learners, and discipline-specific and profession-specific writing. Updated throughout––including revision to case studies and classroom practices––and discussion of Rhetorical Genre Studies, intercultural rhetoric, and expertise. Reorganised References and Resources section for ease of use for students, researchers, and teachers.
Author: Nur Yiğitoğlu Aptoula
Publisher: Multilingual Matters
ISBN: 1788923146
Category : Language Arts & Disciplines
Languages : en
Pages : 166
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Book Description
Most of what we know about writing in a second or foreign language (L2) is based on conclusions drawn from research on L2 writing in English. However, a significant quantity of L2 writing and writing instruction takes place in languages other than English and so there is a need for studies that look beyond English. The chapters in this book focus on languages other than English and investigate curricular issues, multiple languages in contact/conflict in L2 writing instruction and student attitudes toward pedagogical practices. The collection as a whole makes a valuable contribution to the study of L2 writing, and it will also prove an essential resource for instructors of second and foreign language writing.
Author: Rosa M. Manchón
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1614511330
Category : Language Arts & Disciplines
Languages : en
Pages : 670
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Book Description
The Handbook of Second and Foreign Language Writing is an authoritative reference compendium of the theory and research on second and foreign language writing that can be of value to researchers, professionals, and graduate students. It is intended both as a retrospective critical reflection that can situate research on L2 writing in its historical context and provide a state of the art view of past achievements, and as a prospective critical analysis of what lies ahead in terms of theory, research, and applications. Accordingly, the Handbook aims to provide (i) foundational information on the emergence and subsequent evolution of the field, (ii) state-of-the-art surveys of available theoretical and research (basic and applied) insights, (iii) overviews of research methods in L2 writing research, (iv) critical reflections on future developments, and (iv) explorations of existing and emerging disciplinary interfaces with other fields of inquiry.
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Publisher:
ISBN:
Category : Languages, Modern
Languages : en
Pages : 2426
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Author: Peijian Paul Sun
Publisher: Springer Nature
ISBN: 981156941X
Category : Language Arts & Disciplines
Languages : en
Pages : 279
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Book Description
This book offers a comprehensive and systematic review of multilingual L2 learners’ spoken Chinese, focusing on the dual dimensions of speech competence and speech performance. Specifically, by adopting a mixed-methods approach, it explores the cognitive, affective, and socio-cultural differences between intermediate and advanced multilingual learners’ L2 Chinese speech competence and speech performance. Drawing on a theoretical framework underpinned by the affective filter hypothesis, L2 willingness to communicate model, L2 motivational self-system, and L2 speech production models, this book not only contributes to our theoretical understanding of the roles of various factors in L2 Chinese speech competence and speech performance, but also offers practical insights into the implications for both teachers and learners in terms of how to minimize the gap between these two dimensions among L2 Chinese learners. It concludes with a discussion on the limitations of L2 Chinese speech and on future directions for the field.
Author: Steve Graham
Publisher: Frontiers Media SA
ISBN: 283254441X
Category : Science
Languages : en
Pages : 267
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Book Description
The study of students’ motivational beliefs about writing and how such beliefs influence writing has increased since the publication of John Hays’ 1996 model of writing. This model emphasized that writers’ motivational beliefs influence how and what they write. Likewise, increased attention has been devoted in recent years to how teachers’ motivational beliefs about writing, especially their efficacy to teach writing, impact how writing is taught and how students’ progress as writers. As a result, there is a need to bring together, in a Research Topic, studies that examine the role and influence of writing beliefs. Historically, the psychological study of writing has focused on what students’ write or the processes they apply when writing. Equally important, but investigated less often, are studies examining how writing is taught and how teachers’ efforts contribute to students’ writing. What has been less prominent in the psychological study of writing are the underlying motivational beliefs that drive (or inhibit) students’ writing or serve as catalysts for teachers’ actions in the classroom when teaching writing. This Research Topic will bring together studies that examine both students’ and teachers’ motivational beliefs about teaching writing. This will include studies examining the operation of such beliefs, how they develop, cognitive and affective correlates, how writing motivational beliefs can be fostered, and how they are related to students’ writing achievement. By focusing on both students’ and teachers’ beliefs, the Research Topic will provide a more nuanced and broader picture of the role of motivation beliefs in writing and writing instruction. This Research Topic includes papers that address students’ motivational beliefs about writing, teachers’ motivational beliefs about writing or teaching writing. Students’ motivational beliefs about writing include: • beliefs about the value and utility of writing, • writing competence, • attitudes toward writing, • goal orientation, • motives for writing, • identity, • epistemological underpinnings writing, • and attributions for success/failure (as examples). Teacher motivational include these same judgements as well as beliefs about their preparation and their students’ competence and progress as writers (to provide additional examples). This Research Topic is interested in papers that examine how such beliefs operate, develop, are related to other cognitive and affective variables, how they are impacted by instruction, and how they are related to students’ writing performance. Submitted studies can include original research (both quantitative, qualitative, or mixed-methods), meta-analysis, and reviews of the literature.
Author:
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ISBN:
Category : Education
Languages : en
Pages : 322
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Book Description
