Development of Fluency and Revision in L1 and L2 Writing in Swedish High School Years Eight and Nine

2008 ◽  
Vol 156 ◽  
pp. 133-151 ◽  
Author(s):  
Eva Lindgren ◽  
Kristyan Spelman Miller ◽  
Kirk P.H. Sullivan
Keyword(s):  
High School ◽  
Second Language Writing ◽  
Writing Process ◽  
L2 Writing ◽  
English Writing ◽  
Language Writing ◽  
On Line ◽  
L1 And L2 Writing ◽  
Changes Over Time ◽  
L1 And L2

In this paper we use keystroke logging to examine the development of fluency and revision in high school L1 Swedish and L2 English writing. Each writer wrote one text in English and one in Swedish in each year of the study. Using a combination of statistical and automatic analyses of the keystroke log, we attempted to investigate: i) how the on-line writing process in terms of revising, pausing and fluency in first and second language writing changes over time, ii) whether there are on-line writing process variables which can be identified as contributing to text improvement, and iii) whether there are any aspects of L1 writing which can be identified as contributing to L2 writing and learning processes and which may form part of a teaching programme. Previous studies of L2 writers have attested to changes in fluency, pause and revision behaviour, and amount of text produced, although associations with the quality of the final output are not clearly supported. The within-writer comparison of this study addresses differences in fluency, pause and revision behaviour between L1 and L2 writing. A regression analysis looking at quality and two types of revision (Form, and Conceptual) found that form revision frequency was related to the language of writing and that conceptual revision frequency was dependent on linguistic experience rather than on language. The findings suggest that conceptual revision and writing skills are transferred from the L1 to the L2, and that these skills should be taught accordingly.

Development of Fluency and Revision in L1 and L2 Writing in Swedish High School Years Eight and Nine

2008 ◽  
Vol 156 ◽  
pp. 133-151 ◽  
Author(s):  
Eva Lindgren ◽  
Kristyan Spelman Miller ◽  
Kirk P.H. Sullivan
Keyword(s):  
High School ◽  
Second Language Writing ◽  
Writing Process ◽  
L2 Writing ◽  
English Writing ◽  
Language Writing ◽  
On Line ◽  
L1 And L2 Writing ◽  
Changes Over Time ◽  
L1 And L2

Abstract In this paper we use keystroke logging to examine the development of fluency and revision in high school L1 Swedish and L2 English writing. Each writer wrote one text in English and one in Swedish in each year of the study. Using a combination of statistical and automatic analyses of the keystroke log, we attempted to investigate: i) how the on-line writing process in terms of revising, pausing and fluency in first and second language writing changes over time, ii) whether there are on-line writing process variables which can be identified as contributing to text improvement, and iii) whether there are any aspects of L1 writing which can be identified as contributing to L2 writing and learning processes and which may form part of a teaching programme. Previous studies of L2 writers have attested to changes in fluency, pause and revision behaviour, and amount of text produced, although associations with the quality of the final output are not clearly supported. The within-writer comparison of this study addresses differences in fluency, pause and revision behaviour between L1 and L2 writing. A regression analysis looking at quality and two types of revision (Form, and Conceptual) found that form revision frequency was related to the language of writing and that conceptual revision frequency was dependent on linguistic experience rather than on language. The findings suggest that conceptual revision and writing skills are transferred from the L1 to the L2, and that these skills should be taught accordingly.

scholarly journals Plagiarism in second-language writing

2014 ◽  
Vol 47 (3) ◽  
pp. 269-302 ◽  
Author(s):  
Diane Pecorari ◽  
Bojana Petrić
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Writing ◽  
L2 Writing ◽  
Future Research ◽  
Writing Research ◽  
Language Writing ◽  
L1 And L2 Writing ◽  
L1 And L2

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 survey and identify salient themes in the growing body of work relating to plagiarism, primarily from an L2 writing/applied linguistic perspective. These themes include terminological distinctions; views of the role of textual plagiarism in language learning and a writer's development; a concern with students’ and teachers’ sometimes differing understanding of plagiarism; and disciplinary differences in perceptions of plagiarism. We review research into the role of the electronic media in changing orientations toward plagiarism, the potential role of culture as a cause of plagiarism in the work of L2 writers, and pedagogical approaches to guiding students away from plagiarism. Methodological issues in researching plagiarism are surveyed, and the article concludes by suggesting directions for future research.

scholarly journals Evaluative stance in Vietnamese and English writing by the same authors: A corpus-informed appraisal study

2021 ◽  
Vol 10 (1) ◽  
pp. 1-30
Author(s):  
Tieu-Thuy Chung ◽  
Luyen-Thi Bui ◽  
Peter Crosthwaite
Keyword(s):  
Academic Writing ◽  
Mother Tongue ◽  
L2 Writing ◽  
Appraisal Theory ◽  
Student Writers ◽  
English Writing ◽  
Language Varieties ◽  
Evaluative Language ◽  
L1 And L2 Writing ◽  
L1 And L2

Appraisal theory (Martin and White 2005), an approach to discourse analysis dealing with evaluative language, has been previously employed in analysing newspaper articles and spoken discourses in several earlier studies, although it is gaining in popularity as a framework for comparing first and second (L1/L2) writing. This study investigated 40 English majors’ Vietnamese and English paragraphs for evaluative language, a key component of successful academic writing, as realised under Appraisal theory. To this purpose, we collected L1 Vietnamese and L2 English data from the same student writers across the same topics and using a corpus-informed Contrastive Interlanguage Analysis approach to the annotation and analysis of appraisal. A range of commonalities were present in the use of appraisal across the two language varieties, while the results also suggest significant differences between students’ evaluative expressions in Vietnamese as a mother tongue and English as a second or foreign language. This variation includes the comparative under- and over-use of specific appraisal resources employed in L1 and L2 writing respectively, in particular, regarding writers’ employment of attitudinal features. The findings serve to inform future pedagogical applications regarding explicit instruction in stance and appraisal features for novice L2 English writers in Vietnam.

scholarly journals Struggle Between the Real and the Fictive: The Development of Chinese EFL Learners’ Voice Construction in Short Story Writing

2019 ◽  
Vol 12 (9) ◽  
pp. 22
Author(s):  
Shiying Huang
Keyword(s):  
Short Story ◽  
Second Language Writing ◽  
Writing Process ◽  
Analytical Framework ◽  
Esl Teachers ◽  
English Writing ◽  
Language Writing ◽  
English Major ◽  
Story Writing ◽  
Plot Structure

The issue of voice has received considerable critical attention in second language writing (SLW) in the past decades. This study intends to enrich the research of voice in the Chinese context, which may mirror some issues in EFL environments. The short story writing process of an English-major undergraduate was particularly analyzed in this study, based on Canagarajah’s (2014) analytical framework for voice analysis. After tracking the writing process for five weeks, it could be found that the student could deliver a rather satisfactory voice effect through her text, although she went through some struggle in the dialogic process. The narrative voice, the plot structure and the character were major features that the student focused on to convey her ideas. The study also provides some insights to EFL/ESL teachers about assisting students to express themselves in English writing.

scholarly journals CLASSIFICATION OF L2 WRITING PROCESS AND WRITING STRATEGIES

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Imelda Hermilinda Abas ◽  
Noor Hashima Abd Aziz
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Second Language Writing ◽  
Second Language Learners ◽  
Writing Process ◽  
L2 Writing ◽  
Writing Strategies ◽  
Short Period ◽  
Language Writing ◽  
Oriented Approach

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 trying to find satisfactory answers to the how and why of the teaching of writing process to second language learners. More studies are needed to shed light on second language writing process area. This paper discusses briefly the writing process and the writing strategies employed by a few EFL proficient student writers in writing. It is found that the writing process stages employedin this study were prewriting, planning, drafting, pausing and reading, revising and editing which occurred non-linear and recursive. The writing strategies identified in the writing process stages were relating the topic to past knowledge and experience, taking the readers into consideration, talk-write, freewriting, outlining, listing, seeking help, using online materials, focusing on the mechanics of writing, and text organization. However, what works successfully for some students may not work well for others, and what functions well for one assignment may not be compatible for another.

scholarly journals Transfer of Mother Tongue Rhetoric among Undergraduate Students in Second Language Writing

2017 ◽  
Vol 10 (11) ◽  
pp. 23
Author(s):  
Narges Saffari ◽  
Shahrina Md Noordin ◽  
Subarna Sivapalan ◽  
Nahid Zahedpisheh
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Second Language Writing ◽  
Mother Tongue ◽  
Private Higher Education ◽  
English Writing ◽  
Language Writing ◽  
Iranian Students ◽  
L1 And L2 ◽  
Esl Learners

Mother tongue rhetoric transfer is unavoidable in ESL writings, especially for Iranian ESL learners, since Persian and English language is quite different. The paper discusses the negative transfer of mother tongue rhetoric in Iranian undergraduate ESL learners’ writings from the perspectives of choosing rhetorical structure in English and Persian writing. In this regard, 50 intermediate undergraduate Iranian students who are a bachelor in engineering fields at two private higher education institutions located in Malaysia, are selected as participants to give their opinion about which style they prefer to use for both English and Persian writing. Statistical analysis of the participants' performance indicates that Iranian undergraduate students use the same rhetorical pattern for their both Persian and English writing and there is no consideration regarding the knowledge of L1 and L2 differences. The results also state that above 70% of the participants prefer to give a general comment about the topic and encourage readers at the end of the writing in their English and Persian essays.

scholarly journals Written Corrective Feedback: The Practitioners’ Perspective

2010 ◽  
Vol 10 (2) ◽  
pp. 47 ◽  
Author(s):  
Norman W. Evans ◽  
K. James Hartshorn ◽  
Emily Allen Tuioti
Keyword(s):  
Second Language Writing ◽  
Corrective Feedback ◽  
Writing Pedagogy ◽  
L2 Writing ◽  
Writing Classroom ◽  
Writing Teachers ◽  
Written Corrective Feedback ◽  
Language Writing ◽  
Fundamental Research ◽  
Research Questions

Considerable attention has been given to written corrective feedback (WCF) in second language writing (L2) over the past several decades. One of the central questions has focused on the appropriateness of its use in L2 writing. In these academic discussions, scholars frequently describe how WCF is utilized in the classroom. However, many of these claims of teacher practice have no research base, since few studies have actually asked teachers what place WCF has in their writing classroom (Ferris, et al., in press/2011a; Ferris, et al., in press/2011b; Hyland, 2003; Lee, 2004). This paucity of data from teachers about their WCF practices is problematic. Understanding teacher perspectives on corrective feedback is integral to our understanding the place of WCF in L2 writing pedagogy. Accordingly, this article reports on a study that asks two fundamental research questions: (a) To what extent do current L2 writing teachers provide WCF? and (b) What determines whether or not practitioners choose to provide WCF? These questions were answered by means of an international survey completed by 1,053 L2 writing practitioners in 69 different countries. Results suggest that WCF is commonly practiced in L2 pedagogy by experienced and well-educated L2 practitioners for sound pedagogical reasons.

scholarly journals The Exploration of Skilled and Less-Skilled EFL Graduate Students' on L1 and L2 Writing Strategies

2020 ◽  
Vol 9 (3) ◽  
pp. 517
Author(s):  
Syaadiah Arifin
Keyword(s):  
Graduate Students ◽  
English Education ◽  
L2 Writing ◽  
Writing Strategies ◽  
Structured Interviews ◽  
Think Aloud Protocols ◽  
Research Findings ◽  
Cyclical Process ◽  
L1 And L2 Writing ◽  
L1 And L2

This study aims to analyze the similarities, differences, and transferability of students' writing strategies in L1 (Indonesian) and L2 (English). Data were obtained from four participants majoring in English Education, two males and two females, which were categorized into skilled and less-skilled writers. The data were collected for four months using various methods, namely think-aloud protocols (TAPs), retrospective and semi-structured interviews, observations, and written drafts. The result showed that students employed similar personal strategies while writing in Indonesian (L1) and English (L2). This means that they transferred L1 strategies to L2 with some variances and similarities. The skilled writers viewed writing as a cyclical process of planning, writing, reading/rereading, rehearsing, and revising their texts. Meanwhile, less-skilled writers tended to employ linear and less recursive strategies. Furthermore, subsequent studies need to be conducted using these research findings and suggestions.

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