The Incorporation Of The Corpus Based Approach In The Teaching Of Second Language Writing:, A Case Study Of Second Year L. M. D. Students

2020 ◽  
pp. 559
Author(s):  
Abdeldjalil Boughezal
Keyword(s):  
Second Language ◽  
Second Language Writing ◽  
Language Writing ◽  
Second Year

Source articles as scaffolds in reading to write

2005 ◽  
Vol 15 (1) ◽  
pp. 129-152 ◽  
Author(s):  
Wei Zhu
Keyword(s):  
Second Language ◽  
Writing Instruction ◽  
Second Language Writing ◽  
Research Papers ◽  
Task Representation ◽  
Library Research ◽  
Course Syllabi ◽  
Language Writing

This article discusses a case study examining a Chinese graduate student’s experience with reading-to-write tasks in business, particularly the student’s use of source articles in performing the tasks. Data on six library research papers were collected from several sources in three semesters, including (1) course syllabi, (2) the source articles and the student’s reading notes, (3) the student’s outlines, drafts, and final versions of the six papers, and (4) interviews with the student. Analysis of the data indicated that the source articles scaffolded the student’s representations of the tasks and that the student’s task representation was influenced by several factors such as the student’s goals, the perceived purpose of the assignments, and the student’s beliefs and experience. Implications of the study for second language writing instruction and research are discussed.

scholarly journals The Writer, the Text and the Reader: An Exploration of  Identity in Second Language Academic Writing

2021 ◽  
Author(s):  
◽  
Kirsten Reid
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
English For Academic Purposes ◽  
Linguistic Features ◽  
Student Writers ◽  
Language Writing ◽  
The Relationship

<p>Students studying in university contexts often find learning to write English for academic purposes especially challenging. Some of the challenges reside in acquiring the necessary skills and strategies to be successful academic writers. A less tangible consideration which has received recent attention from first and second language writing researchers is the relationship between writing and identity. How do student writers become part of a situated community in which some discourses may be privileged over others? While all writing can be a potential site of struggle, this may have particular significance for second language students who bring their own unique backgrounds and literacy histories to their academic writing and may find becoming part of a new and heterogeneous discourse community profoundly unsettling. Using case study methods, this dissertation explores the experiences of four undergraduate students as they become academic writers in a second language. It also carries out an analysis of some of the linguistic features one particular student essay to examine how writers simultaneously construct their texts and are constructed by them.</p>

scholarly journals The Writer, the Text and the Reader: An Exploration of  Identity in Second Language Academic Writing

2021 ◽  
Author(s):  
◽  
Kirsten Reid
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
English For Academic Purposes ◽  
Linguistic Features ◽  
Student Writers ◽  
Language Writing ◽  
The Relationship

<p>Students studying in university contexts often find learning to write English for academic purposes especially challenging. Some of the challenges reside in acquiring the necessary skills and strategies to be successful academic writers. A less tangible consideration which has received recent attention from first and second language writing researchers is the relationship between writing and identity. How do student writers become part of a situated community in which some discourses may be privileged over others? While all writing can be a potential site of struggle, this may have particular significance for second language students who bring their own unique backgrounds and literacy histories to their academic writing and may find becoming part of a new and heterogeneous discourse community profoundly unsettling. Using case study methods, this dissertation explores the experiences of four undergraduate students as they become academic writers in a second language. It also carries out an analysis of some of the linguistic features one particular student essay to examine how writers simultaneously construct their texts and are constructed by them.</p>

Web 2.0 and CMS for Second Language Learning

2009 ◽  
pp. 526-545 ◽  
Author(s):  
Samuel Holtzman
Keyword(s):  
Second Language ◽  
Web 2.0 ◽  
Language Learning ◽  
Second Language Learning ◽  
Best Practice ◽  
Second Language Writing ◽  
New Technology ◽  
Practice Standards ◽  
Language Writing

The process of technological inclusion begins with an analysis of the features and functions of the specific tool in consideration. Pedagogy should then be evaluated and evolved in the light of possibilities inherent in the new technology. The process is essential because tools are not neutral entities, and they must be integrated in a thoughtful manner consistent with “best practice” standards. This chapter contains an examination of E-Folio, a Web 2.0 application, and a case study focusing on the process of technological inclusion to determine how to promote portfolio creation in the acquisition of second language writing.

scholarly journals Investigating Assessment as Learning in Second Language Writing: A Qualitative Research Perspective

2020 ◽  
Vol 19 ◽  
pp. 160940692093857
Author(s):  
Ricky Lam
Keyword(s):  
Qualitative Research ◽  
Second Language ◽  
Research Methods ◽  
Second Language Writing ◽  
Writing Development ◽  
Learning Gains ◽  
Research Perspective ◽  
Assessment As Learning ◽  
Language Writing

Using assessment to improve learning has become a global phenomenon. Research has shown that applying assessment for learning (AfL) in classroom contexts could increase learning gains. Despite this, not much is done to substantiate how assessment as learning (AaL), a subset of AfL, has developed to support English-as-a-second-language (ESL) pupils’ learning of writing because teacher-centered pedagogy remains prevalent in the ESL educational landscape. In this article, I first introduce the idea of AaL. Second, I review five AaL studies with a focus on what research methods they adopted and evaluate whether these methods were applied appropriately. Third, I suggest four qualitative research methods that are suitable to track how AaL could facilitate pupils’ continued writing development. Fourth, I present a case study, exemplifying how I use three research methods to investigate young adolescents’ (Grade 7) mastery of AaL skills in a forthcoming project. This article ends with methodological implications, which enlighten scholars and teachers to investigate AaL in second language writing from a qualitative research perspective.

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