Training planning in second language narrative writing

ELT Journal ◽  
2020 ◽  
Vol 74 (1) ◽  
pp. 49-62 ◽  
Author(s):  
Sima Khezrlou
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Training Programme ◽  
Narrative Writing ◽  
Task Planning ◽  
Writing Quality ◽  
Writing Performance ◽  
L2 Learners ◽  
Effective Planning

Abstract This study attempted to explore whether learners could be trained to use effective planning behaviours and whether this could affect their writing performance. A complete class of Iranian learners (n = 42) of English as a foreign language received training in effective pre-task planning based on a number of operating principles. Writing performance, prior to and after the training, was measured through written narrative tasks. Retrospective interviews were also used to examine what learners did during planning. Results revealed that the effective planning behaviours are learnable, with many learners reporting positive ideas about the training programme. The findings also indicated significant improvements in learners’ writing quality in terms of complexity, accuracy and fluency. Based on these collective findings, it is suggested that L2 learners need to be guided towards using more helpful planning behaviours, particularly those that are not forgotten with time.

scholarly journals The Effect of Pre-Task Planning Time on L2 Learners’ Narrative Writing Performance

2013 ◽  
Vol 6 (12) ◽  
Author(s):  
Keivan Seyyedi ◽  
Shaik Abdul Malik Mohamed Ismail ◽  
Maryam Orang ◽  
Maryam Sharafi Nejad
Keyword(s):  
Narrative Writing ◽  
Task Planning ◽  
Planning Time ◽  
Writing Performance ◽  
L2 Learners

One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension

2019 ◽  
pp. 136216881985645 ◽  
Author(s):  
Ping-Jung Lee ◽  
Yeu-Ting Liu ◽  
Wen-Ta Tseng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Listening Comprehension ◽  
Second Language Learners ◽  
Transient Nature ◽  
Significant Difference ◽  
L2 Learners ◽  
Comprehension Aids ◽  
The Impact

Existing research has established captions as effective second-language (L2) or foreign language (FL) listening comprehension aids. However, due to the transient nature of captions, not all learners are capable of attending to captions in all cases. Previous work posited that to leverage the impact of technologies in learning and instruction, a better understanding of the interplay between technology and cognition is warranted. In this vein, the current study set out to investigate the effects of four different caption modes (full vs. partial vs. real-time vs. control) on the listening comprehension of 95 high-intermediate Taiwanese learners of English as a foreign language (EFL) with different caption reliance (i.e. more-caption-reliant vs. less-caption-reliant). The results showed no significant difference between the participants’ listening comprehension outcomes under the four caption conditions when their caption reliance was not considered. However, when this was considered, the differences among the four caption conditions became salient, which was suggestive of the selective effect of captions on L2 learners with different caption reliance. While less-caption-reliant L2 learners had the best listening comprehension outcome under the partial-caption condition and the worst under the full-caption condition, more-caption-reliant L2 learners exhibited the best performance under the full-caption condition yet the worst under the partial-caption condition. The finding underscores the importance of considering L2 learners’ processing profiles when utilizing captioned videos as multimodal instructional/learning materials and speaks to the need of utilizing differentiated video materials for optimal listening outcomes.

scholarly journals Effects of task repetition on EFL oral performance

2019 ◽  
Vol 170 (1) ◽  
pp. 3-23
Author(s):  
Saraswati Dawadi
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Limited Attention ◽  
Task Repetition ◽  
Oral Performance ◽  
Efl Learners ◽  
Considerable Research ◽  
Positive Attitudes ◽  
Efl Teaching ◽  
L2 Learners

Abstract Considerable research has examined the effects of task repetition (TR) on second language (L2) performance. While results are still inconclusive, some patterns are emerging. However, limited attention has been paid to L2 learners’ perceptions of TR. This paper reports a study in which 40 English as a foreign language (EFL) learners were asked to repeat a task after a three-day interval; on both occasions they performed the task immediately after receiving instructions. Results indicated that TR triggered more complex and fluent, but less accurate, narratives. In post-task interviews, the majority of learners expressed positive attitudes towards TR, purporting that familiarity increased confidence. This paper will finally discuss the possible pedagogical implications of the study for EFL teaching.

The Effects of Pre-Task Planning on Second Language Writing: A Systematic Review of Experimental Studies

2021 ◽  
Vol 44 (2) ◽  
pp. 131-165
Author(s):  
Rod Ellis
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Experimental Studies ◽  
Future Research ◽  
Task Planning ◽  
Writing Quality ◽  
Moderating Variables ◽  
Online Planning ◽  
Language Writing ◽  
The Impact

Abstract There are both pedagogical and theoretical grounds for asking second language writers to plan before they start writing. The question then arises whether pre-task planning (PTP) improves written output. To address this question, this article reviewed 32 studies by comparing the effect of PTP either with no planning or with unpressured online planning (OLP). These studies also investigated the moderating effect of variables relating to the writer participants, the nature of the planning, and the writing tasks. The main findings are: (1) There is no clear evidence that PTP leads to better overall writing quality when this is measured using rating rubrics, (2) PTP generally results in more fluent writing, (3) its impact on syntactical and lexical complexity is inconsistent and negligible, (4) OLP does sometimes result in increased linguistic accuracy, and (5) there is insufficient evidence to reach clear conclusions about the role that moderating variables have on the impact of PTP, but the results suggest that collaborative (as opposed to individual planning) can lead to increased accuracy and that PTP tends to lead to more complex language when the writing task is a complex one. The article concludes with a set of principles to ensure better quality research and three general proposals for the kind of future research needed.

Literal salience in on-line processing of idiomatic expressions by second language learners

2006 ◽  
Vol 22 (2) ◽  
pp. 115-144 ◽  
Author(s):  
Anna Cieślicka
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Lexical Priming ◽  
Stimulus Sentence ◽  
Idiomatic Expressions ◽  
L2 Learners ◽  
Idiomatic Phrase ◽  
On Line

This article addresses the question of how second language (L2) learners understand idiomatic expressions in their second/foreign language and advances the proposition that literal meanings of idiom constituents enjoy processing priority over their figurative interpretations. This suggestion forms the core of the literal-salience resonant model of L2 idiom comprehension, whose major assumptions are outlined in the article. On the literal salience view, understanding L2 idioms entails an obligatory computation of the literal meanings of idiom constituent words, even if these idioms are embedded in a figurative context and if their idiomatic interpretation is well-known to L2 learners. The literal salience assumption was put to the test in a cross-modal lexical priming experiment with advanced Polish learners of English. The experiment showed more priming for visual targets related to literal meanings of idiom constituent words than for targets related figuratively to the metaphoric interpretation of the idiomatic phrase. This effect held true irrespective of whether the stimulus sentence contained a literal or a non-literal idiom.

scholarly journals Multidimensional Levels of Language Writing Measures in Grades Four to Six

2019 ◽  
Vol 36 (2) ◽  
pp. 231-266 ◽  
Author(s):  
Gary A. Troia ◽  
Mei Shen ◽  
Diana L. Brandon
Keyword(s):  
Language Production ◽  
Narrative Writing ◽  
Writing Quality ◽  
Writing Performance ◽  
Writing Ability ◽  
Word Level ◽  
Process Use ◽  
Sentence Level ◽  
Language Writing ◽  
Language Measures

This study examined multiple measures of written expression as predictors of narrative writing performance for 362 students in grades 4 through 6. Each student wrote a fictional narrative in response to a title prompt that was evaluated using a levels of language framework targeting productivity, accuracy, and complexity at the word, sentence, and discourse levels. Grade-related differences were found for all of the word-level and most of the discourse-level variables examined, but for only one sentence-level variable (punctuation accuracy). The discourse-level variables of text productivity, narrativity, and process use, the sentence-level variables of grammatical correctness and punctuation accuracy, and the word-level variables of spelling/capitalization accuracy, lexical productivity, and handwriting style were significant predictors of narrative quality. Most of the same variables that predicted story quality differentiated good and poor narrative writers, except punctuation accuracy and narrativity, and variables associated with word and sentence complexity also helped distinguish narrative writing ability. The findings imply that a combination of indices from across all levels of language production are most useful for differentiating writers and their writing. The authors suggest researchers and educators consider levels of language measures such as those used in this study in their evaluations of writing performance, as a number of them are fairly easy to calculate and are not plagued by subjective judgments endemic to most writing quality rubrics.

Lexical Signatures in Foreign Language Free-Form Texts

2002 ◽  
Vol 135-136 ◽  
pp. 85-96 ◽  
Author(s):  
Paul Meara ◽  
Gabriel Jacobs ◽  
Catherine Rodgers
Keyword(s):  
Neural Network ◽  
Second Language ◽  
Foreign Language ◽  
Free Form ◽  
The Neural Network ◽  
L2 Learners ◽  
Practical Implications

Abstract Abstract This paper presents an investigation into the extent to which the lexical choices made by learners of a second language (L2) are distinctive. It follows on from an earlier paper by the same authors in which a neural network was successfully trained to mark a set of texts produced by L2 learners to the same standard, within broad categories, as had been awarded by experienced human markers. For this present paper, we examined a set of L2 texts and searched them for unique lexical choices (‘lexical signatures’). The results suggest a possible explanation for the success of the neural-network trial, and may have some practical implications for determining the levels of achievement reached by L2 learners.

scholarly journals Nigerian Undergraduates’ Awareness of Metadiscourse and its Relationship with their Persuasive Writing Quality

2020 ◽  
Vol 9 (1) ◽  
pp. 40
Author(s):  
Muhammad Mukhtar Aliyu ◽  
Shehu Muhammad Korau
Keyword(s):  
Foreign Language ◽  
Research Design ◽  
Positive Relationship ◽  
Study Data ◽  
Persuasive Writing ◽  
Writing Quality ◽  
Writing Performance ◽  
Correlational Research ◽  
Spss Software ◽  
Writing Task

Persuasive writing in second (L2) or Foreign Language (FL) is found to be a very challenging task for many undergraduates. Metadiscourse are devices used to help writers to make a connection with the audience and express ideas clearly. However, many Nigerian undergraduates are not fully aware of or do not appropriately utilise these devices in their writing. Also, little attention has been paid to the devices by researchers in the Nigerian context. Therefore, this study investigates undergraduates’ awareness of metadiscourse and its relationship with their persuasive writing performance using a correlational research design. An intact class of 56 third-year undergraduates in a local university in Nigeria was selected for the study. Data for the study were collected through a writing task in English, and a questionnaire. The essays were graded using a validated scale. The questionnaire was analysed using SPSS software. Findings of the study show that the participants have a low awareness of metadiscourse. The findings also reveal that there is a positive relationship between the participants’ awareness of metadiscourse and their persuasive writing quality. The study gives insight to researchers and lecturers, not only in the language field but in other areas, on how to improve the students’ awareness and use of metadiscourse which would eventually develop writing performance. Finally, the study makes some recommendations for further studies.

The Direct Method

2017 ◽  
Author(s):  
Purwarno
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Direct Method ◽  
Target Language ◽  
Translation Method ◽  
Grammar Translation Method

The Direct Method was the outcome of a reaction against the Grammar Translation Method. It was based on the assumption that the learner of a foreign language should think directly in the target language. According to this method, English is taught through English. The learner learns the target language through discussion, conversation and reading in the second language. It does not take recourse to translation and foreign grammar.

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