ANNOTATED BIBLIOGRAPHY OF SCHOLARSHIP IN SECOND LANGUAGE WRITING: 1993–1997. Tony Silva, Colleen Brice, and Melinda Reichelt. Westport, CT: Ablex, 1999. Pp. xii + 209. $73.95 cloth, $39.50 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 439-440
Author(s):  
Charlene G. Polio
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Second Language Writing ◽  
Annotated Bibliography ◽  
Journal Articles ◽  
Alphabetical Order ◽  
Language Writing

This annotated bibliography is a list of 676 journal articles, book chapters, dissertations, and ERIC documents related to the teaching and learning of second and foreign language writing. The list is a compilation of bibliographies published in the Journal of Second Language Writing during the years 1993–1997, with entries dating from 1991 to 1997. After a brief introduction, which includes the databases that were searched and the periodicals that were examined, the bibliography presents the entries in alphabetical order by author. Following an author index is a 23-page subject index to the entries.

Considering what we know and need to know about second language writing

2012 ◽  
Vol 3 (1) ◽  
pp. 131-150 ◽  
Author(s):  
Diane Belcher,
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Foreign Language ◽  
Knowledge Construction ◽  
Teaching And Learning ◽  
Second Language Writing ◽  
L2 Writing ◽  
The Past ◽  
Language Writing ◽  
Primary And Secondary School

AbstractThe relatively young field of second language (L2) writing has come a long way in the past few decades but still has far to go if it wishes to broaden its research foci to consider a greater diversity of writing contexts. As a largely pedagogically-motivated area, L2 writing has so far mainly focused on writing in English as a second language, especially that of young adults in English-medium universities. Far less investigated by L2 writing researchers have been the needs of younger L2 writers, at primary and secondary-school levels, and adults outside of universities. Still less examined have been the teaching and learning of writing in foreign language contexts, most notably in languages other than English. These gaps have important implications for knowledge construction in L2 writing.

Reading and writing

2004 ◽  
Vol 37 (1) ◽  
pp. 62-66
Keyword(s):  
New York ◽  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Writing ◽  
Applied Linguistics ◽  
Computer Assisted ◽  
Research Journal ◽  
Language Writing ◽  
British Educational Research Journal

04–64Andrews, Richard (U. of York, UK). Where next in research on ICT and literacies?English in Education (Sheffield, UK), 37, 3 (2003), 28–41.04–65Beard, Roger (Leeds U., UK; Email: [email protected]). Not the whole story of the national literacy strategy: a response to Dominic Wyse. British Educational Research Journal (London, UK), 29, 6 (2003), 917–928.04–66Bournot-Trites, M. and Seror, J. (University of British Columbia, Canada; Email: [email protected]). Students' and teachers' perceptions about strategies which promote proficiency in second language writing. Revue Canadienne de Linguistique Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 129–157.04–67Gardner, Dee (Brigham Young University, USA). Vocabulary input through extensive reading: a comparison of words found in children's narrative and expository reading materials. Applied Linguistics (Oxford, UK), 25, 1 (2004), 1–37.04–68Hu, Jim (U. College of the Cariboo, Canada). Thinking languages in L2 writing: research findings and pedagogical implications. TESL Canada Journal/Revue du TESL Canada (Burnaby, Canada), 21, 1 (2003), 39–63.04–69Jarvis, Scott (Ohio University, USA; Email: [email protected]), Grant, Leslie, Bikowski, Dawn and Ferris, Dana. Exploring multiple profiles of highly rated learner compositions. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 377–403.04–70Mihwa Chung, Teresa and Nation, Paul (Victoria University of Wellington, NZ). Technical vocabulary in specialised texts. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 103–116.04–71Ndiaye, M. and Vandeventer Faltin, A. (University of Geneva, Switzerland; Email: [email protected]). A spell checker tailored to language learners. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 213–232.04–72Pecorari, Diane (Stockholm University, Sweden; Email: [email protected]). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 317–345.04–73Ridgway, Tony (Queen's U., UK). Literacy and foreign language reading. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 117–129.04–74Shi, L., Wang, W. and Wen, Q. (University of British Columbia, Canada; Email: [email protected]). Teaching experience and evaluation of second-language students' writing. Revue Canadienne de Linguistic Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 219–236.04–75Stuart, Morag (U. of London; Email: [email protected]). Getting ready for reading: a follow-up study of inner city second language learners at the end of Key Stage 1. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 15–36.04–76Stuart, Morag (U. of London, UK; Email: [email protected]), Dixon, Maureen, Masterson, Jackie and Gray, Bob. Children's early reading vocabulary: description and word frequency lists. British Journal of Educational Psychology (Leicester, UK), 73 (2003), 585–598.04–77Takagaki, Toshiyuki.The revision patterns and intentions in L1 and L2 by Japanese writers: a case study. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 22–38.04–78Van de Poel, K. and Swanepoel, P. (Centre for Language and Speech, University of Antwerp, Belgium; Email: [email protected]). Theoretical and methodological pluralism in designing effective lexical support for CALL. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 173–211.04–79Wang, Lurong (University of Toronto, Canada; Email: [email protected]). Switching to first language among writers with differing second-language proficiency. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 347–375.04–80Warner, Lionel (Newlands Girls' School, Maidenhead, UK). Wider reading. English in Education (Sheffield, UK), 37, 3 (2003), 13–18.04–81Williams, Mary (Brunel U., UK). The importance of metacognition in the literacy development of young gifted and talented children. Gifted Education International (Bicester, UK), 17, 3 (2003).04–82Wyse, Dominic (Liverpool John Moores U., UK; Email: [email protected]). The national literacy strategy: a critical review of empirical evidence. British Educational Research Journal (London, UK), 29, 6 (2003), 903–916.

scholarly journals An Experiment in the Ability of Raters to Evaluate Lexis in Writing

2015 ◽  
Vol 1 (1) ◽  
pp. 38-50 ◽  
Author(s):  
Rachael Ruegg
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Second Language Writing ◽  
Rating Scale ◽  
Face Validity ◽  
Lexical Variation ◽  
Lexical Richness ◽  
Corpus Studies ◽  
Language Writing ◽  
Lexical Content

Abstract For many years, people have considered lexis and grammar separately in the context of teaching and learning English. In the assessment of second language writing, lexis and grammar continue to be considered separately. However, recent corpus studies have questioned this approach and argued that lexis and grammar are fundamentally inseparable. While the assessment of lexis and grammar as two distinct qualities lends face validity to assessment criteria, the corpus literature suggests that raters may not be able to accurately distinguish the two. The current study examines the ability of raters to separate lexis and grammar when using an analytic rating scale to assess timed essays. In this experiment, the lexical content of 27 essays was manipulated before rating in order to determine the effect of lexical accuracy, lexical variation and lexical richness on lexis and grammar scores. From the results, it seems that raters are sensitive to lexical accuracy, but not lexical variation nor lexical richness. In addition, the manipulation of lexical qualities had a significant effect on grammar scores but not on lexis scores, supporting the idea that raters find it challenging to distinguish lexis from grammar

Peer Feedback on Second Language Writing through Blogs

2012 ◽  
Vol 2 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Phuong Thi Tuyet Nguyen
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Second Language Writing ◽  
Teaching Practice ◽  
Student Responses ◽  
Peer Revision ◽  
Positive Attitudes ◽  
Language Writing ◽  
Students First ◽  
Efl Students

This study explores how Vietnamese EFL students view blogs as tools with which to practise writing, examines whether student comments assist in peer revision, and evaluates whether peer comments result in substantive revisions of written drafts. Participants in this study included 11 students in an English-as-a-Foreign-Language (EFL) classroom in Vietnam. Data collected included students’ first and final drafts for two writing topics, comments posted online, and student responses to a questionnaire. Student responses to the questionnaire were analysed and their comments were coded as revision-oriented or non-revision-oriented (Liu & Sadler, 2003). This study’s findings indicate that most students expressed positive attitudes toward using blogs to practise second language (L2) writing and that most students made revision-oriented comments on their peers’ drafts. There is also evidence that students used their peers’ comments to revise their own final drafts. The implications of this study for language teaching practice are discussed.

scholarly journals The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: A Longitudinal Study

Languages ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 41
Author(s):  
M. Luz Celaya
Keyword(s):  
Second Language ◽  
Longitudinal Study ◽  
Foreign Language ◽  
Second Language Writing ◽  
School Context ◽  
Time Span ◽  
Production Data ◽  
Efl Writing ◽  
Language Writing ◽  
The Times

The present longitudinal study analyses the emergence and development of syntactic patterns in English as a Foreign Language (EFL) written production. Data were elicited by means of a paper and pencil task from sixteen school learners at three different times over a time span of 6 years. Studies in the area of Second Language Writing (SLW) have mainly focused on English as a second language and very few longitudinal studies have been carried out with low proficiency learners in a school context. To further contribute to the field, we have tried out a new measure of analysis, namely, the production of syntactic patterns. The results show that most learners produce both a wider variety and a higher number of patterns from one time to another, although statistically significant differences vary across patterns in relation to the times of data collection; secondly, it was found that the behaviour of two of the learners differed from that of the rest of the participants. It is concluded that in an instructional setting, the development of syntactic patterns in EFL writing as proficiency increases does not always show progression towards complexity and that it may be learner dependent.

scholarly journals VIEWING CONTRASTIVE RHETORIC FROM A POST MODERN PERSPECTIVE: FINDING AN IMPLICATION TO THE SECOND LANGUAGE WRITING PEDAGOGY

2018 ◽  
Vol 7 (2) ◽  
pp. 99
Author(s):  
Susilo Susilo
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Second Language Writing ◽  
Writing Pedagogy ◽  
Contrastive Rhetoric ◽  
Multilingual Writers ◽  
Native Identity ◽  
Language Writing ◽  
National Boundaries ◽  
Modern Perspective

The hybrid nature of culture that comes up as a result of postmodern world brings about considerable interaction, borrowing, and fusion between cultures and communicative genres. In such situation, there is erosion of national boundaries, greater multilingualism, and fluidity in identity; hence a" absolute construct of particular culture is getting blurred. Consequently, the term "native identity" has come to a "blurring spot" in the sense that it will be simply awkward to hold firmly one's native identity when multilingualism has become norm. This hybridand plural character of identity has gone to be considerable as the basis of contrastive texts analysis. The newest way of looking at the contrastive rhetoric is that differences in pragmatic or rhetorical expectations should not be considered as unproficiency or interference for the bi/multilingual writer, rather rhetorical choices opted by the bi/multilingual writer should be considered as critical/alternate discourse. This article is aimed to look at the pedagogy of shuttling between languages done by multilingual writers as the new orientation in the teaching and learning second language writing.

scholarly journals Reading and writing

2004 ◽  
Vol 37 (4) ◽  
pp. 275-279
Keyword(s):  
New York ◽  
Second Language ◽  
Hong Kong ◽  
Foreign Language ◽  
Educational Psychology ◽  
Second Language Writing ◽  
South Australia ◽  
English For Specific Purposes ◽  
Language And Literacy ◽  
Language Writing

04–517Armand, Françoise (U. de Montréal, Canada; Email: [email protected]), Lefrançoise, Pascale, Baron, Agnès, Gomez, Maria-Cécilia and Nuckle, Sylvie. Improving reading and writing learning in underprivileged pluri-ethnic settings. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 437–459.04–518Cheng, Y-S. (National Taiwan Normal U., Taiwan; Email: [email protected]). A measure of second language writing anxiety: scale development and preliminary validation. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 313–335.04–519de Jong, Maria T. and Bus, Adriana G. (Leiden U., Netherlands; Email: [email protected]). The efficacy of electronic books in fostering kindergarten children's emergent story understanding. Reading Research Quarterly (Newark, USA), 39, 4 (2004), 378–393.04–520Dunsmuir, Sandra (U. College London, UK; Email: [email protected]) and Blatchford, Peter. Predictors of writing competence in 4-to 7-year-old children. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 461–483.04–521Forey, Gail (Hong Kong Polytechnic U.). Workplace texts: do they mean the same for teachers and business people?English for Specific Purposes (Oxford,UK), 23, 4 (2004), 447–469.04–522Harwood, Nigel and Hadley, Gregg (U. of Essex, UK). Pragmatism and the teaching of academic writing. English for Specific Purposes. (Oxford, UK), 23, 4 (2004), 355–379.04–523Heinz, Peter J. (Pikes Peak Community College, Colorado Springs, USA). Towards enhanced second language reading comprehension assessment: computerized versus manual scoring of written recall protocols. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 97–124.04–524Huxford, L. (National Primary Strategy, England). Developing an understanding of the pedagogy of writing in the middle years (age 8–11). Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 234–244.04–525Hyland, Ken (Institute of Education, U. of London, UK; Email: [email protected]). Disciplinary interactions: metadiscourse in L2 postgraduate writing. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 133–151.04–526Joh, Jeongsoon (Konkuk U., Korea; Email: [email protected]). Interactions among the reader, text and task variables in EFL reading comprehension performance. English Teaching (Anseonggun, Korea), 59, 3 (2004) 115–143.04–527Lee, Icy (Hong Kong Baptist U., China; Email: [email protected]). Error correction in L2 secondary writing classrooms: the case of Hong Kong. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 285–312.04–528Makalela, Leketi (U. of Limpopo and Michigan State U.). Differential error types in second-language students' written and spoken texts: implications for instruction in writing. Written Communication (Thousand Oaks, CA, USA), 22, 4 (2004), 368–385.04–529McNaughton, S., Lai, M., MacDonald, S. and Farry, S. (Auckland U., Australia). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 184–197.04–530Moore, Tim (Monash U., Australia; Email: [email protected]) and Morton, Janne. Dimensions of difference: a comparison of university writing and IELTS writing. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 43–66.04–531Taguchi, Etsuo (Daito Bunka U., Tokyo; Email: [email protected]), Takayasu-Maass, Miyoko and Gorsuch, Greta J. Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 70–96.04–532Yoon, Hyunsook and Hirvela, Alan (The Ohio State U., USA; Email: [email protected]). ESL student attitudes toward corpus use in L2. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 257–283.

Contextualizing Second Language Writing in Literature Courses

2021 ◽  
pp. 287-306
Author(s):  
Mir Abdullah Miri ◽  
Bui Phu Hung
Keyword(s):  
Qualitative Research ◽  
Second Language ◽  
Foreign Language ◽  
Second Language Writing ◽  
Language Education ◽  
Local Contexts ◽  
Efl Teachers ◽  
Language Writing ◽  
Language Competencies ◽  
Research Studies

A vast body of research encourages the teaching of literature in language education to improve learners' language competencies because literature is found rich in language features, contexts, and cultural instances. Even though previous research studies investigated second language writing (SLW) from different perspectives, they are inadequate in investigating ways of integrating writing into literature courses. For this purpose, this qualitative research involved five Afghan English as a Foreign Language (EFL) teachers with experience in integrating writing into literature courses in colleges. In addition, the study aimed to explore Afghan EFL teachers' reflections on integrating writing activities into literature courses. The results show that these teachers mainly suffered from workload, tight schedules, and shortage of relevant materials. While the challenges faced by the teachers reflected the local contexts, the advantages of reconciling writing with literature are perceived, and global pedagogical recommendations are made based on the findings of this study.

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