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Task-Type repetition and l2 writing Development

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海外英语 2018年第1期 196-198页

作者：陈璠南京信息工程大学雷丁学院

The study aims to investigate whether repetition of the same task type affects quality of writing production in terms of complexity, accuracy and fluency(CAF). Data is collected in the form of TOEFl integrated and independent essays repetitively written at weekly intervals. Fluency, complexity and accuracy of each essay were gauged using various measures to reflect multidimensionality of these constructs. Data analysis reveals that there is improvement in both integrated and independent writing, especially in terms of linguistic accuracy, which could be attributed to repetition of these two tasks.

关键词： l2 writing task-type repetition CAF

The Effect of Different Types of Corrective Feedback on l2 writing Accuracy of college students

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International Journal of Technology Management 2014年第6期 73-75页

作者： li Deng Tianhe College of Guangdong Polytechnic Normal University 510540 Guangzhou

Since the process writing was raised in the l2 writing in 1970s, the feedback has been an important part of teaching. A range of researchers have investigated the effect of different types of error feedback to find whether the feedback can help l2 writers improve the accuracy of their writing. Similar to the previously discussed question, they have also reached rather controversial conclusions. Most often, these studies have categorized corrective feedback as either direct or indirect. To explore the effects of corrective feedback in l2 writing, the paper investigated the types of feedback given to 30 college students of Tianhe College in Guangdong province. The study improved that correction feedback can improve accuracy in student writing.

关键词： feedback corrective feedback l2 writing accuracy

Genre Effect on l2 Syntactic Complexity and Holistic Rating for writing Quality of Intermediate EFl learners

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Chinese Journal of Applied linguistics 2021年第4期44卷 451-469,589页

作者： lili ZHANG Haitao lIU College of Foreign languages Guizhou University/School of International StudiesZhejiang University School of International Studies Zhejiang University

This exploratory study examines whether genre has an impact on syntactic complexity and holistic rating in EFl writing. Over 300 sample texts produced by intermediate learners were collected from a test and some regular after-class assignments for English writing courses. Each participant completed two writing tasks, one argumentative and the other narrative. Results show that genre type has a significant impact on l2 syntactic complexity. Genre effect is found stronger with timed writing tasks. l2 holistic ratings show correlation with syntactic complexity on the different measure(s) depending on genre type and planning conditions. Regression analyses reveal that for timed writing tasks, clausal density(clauses per sentence) is a reliable predictor for holistic assessment on intermediate EFl learners’ writing quality. It is found to account for 6% of the score variance for timed writing and 10% for timed argumentative writing. Genre is evidenced to be related to EFl writing holistic ratings. Closer examination indicates that while syntactic complexity is predictive of holistic writing scores for argumentative writing, it does not correlate with holistic scores for narrative writing. Other linguistic features rather than syntactic complexity may be accountable. Overall, the study lends support to genre effect in the relationship between syntactic complexity and l2 writing quality holistic rating.

关键词： genre effect syntactic complexity l2 writing holistic rating intermediate learner

The Key to Second language writing Performance： The Relationship Between lexical Competence and writing

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Sino-US English Teaching 2015年第8期12卷 539-555页

作者： Ilknur YUKSEl Eskisehir Osmangazi University Eskisehir Turkey

Vocabulary knowledge is an important component of the writing skill and it has many dimensions, such as size, depth, and productive, in interaction with writing skill. To evaluate this relation and determine which dimension is the most effective for second language writing quality, the present study was conducted. Turkish EFl （English as a Foreign language） learners＇ lexical competence and writing abilities were examined through their vocabulary profiles and academic essays. The results of each vocabulary measure indicated that the participants had a limited vocabulary size, containing words mostly from 2,000 to 3,000 frequency bands and thus, the productive vocabulary knowledge of the participants mostly consisted of lk ＋ 2k words and the use of academic words in their essays was very low. The results of the study revealed that the lexical competence covering the main components of vocabulary knowledge was a good predictor of the students＇ quality of writing performance.

关键词： lexical competence l2 writing academic writing regression model

Teaching and Assessing Critical Thinking in Second language writing: An Infusion Approach

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Chinese Journal of Applied linguistics 2017年第4期40卷 431-451,471页

作者：董焱宁外语教学与研究出版社

Recent calls for promoting students＇ critical thinking （CT） abilities leave second language （l2） teachers wondering how to integrate CT into their existing agenda. Framed by Paul and Elder＇s （2001） CT model, the study explores how CT could be effectively taught in l2 writing as a way to improve students＇ CT skills and l2 writing performance. In this study, an infusion approach was developed and implemented in actual classroom teaching. Mixed methods were employed to investigate：（1） the effectiveness of the infusion approach on improving students＇ CT and l2 writing scores; （2） the relationship between students＇ CT and l2 writing scores; and （3） the effects of the infusion approach on students＇ learning of CT and l2 writing. The results of the statistical analyses indicate that the infusion approach has effectively improved students＇ CT and l2 writing scores and that there was a significant positive relationship （r=0.893, p〈0.01） between students＇ CT and l2 writing scores. The results of the post-study interview illustrate that the infusion approach has beneficial effects on students＇ learning of CT and l2 writing by bridging the abstract CT theories and interactive writing activities and by integrating the instruction and practice of CT into those of l2 writing.

关键词： critical thinking l2 writing infusion approach mixed methods critical

Error Feedback on Students' writings by Chinese Tertiary Teachers of English

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Chinese Journal of Applied linguistics 2012年第3期35卷 287-300,381页

作者：王俊菊吴静山东大学外国语学院大连交通大学外语学院

This study explores how error feedback is practiced by Chinese tertiary EFl teachers with its focus on the extent and modes of error feedback, types of focused errors, feedback strategies, and perceptions and attitudes of concern. Analysis of the data from questionnaires, interviews and sample writings indicates that error feedback was extensively practiced in both comprehensive and selective modes. When providing feedback, teachers tended to focus on diction problems and ill-formed sentences, and mainly used the strategies of ＂direct feedback＂ and ＂hinting at the location of errors＂. Despite their expectations on students to locate and correct errors, teachers were found more concerned with the immediate goal of helping students avoid making the same errors than helping them learn on their own. As for the students, they expected teachers to provide comprehensive error feedback and make frequent use of error codes. This paper finally points out that for more effective error feedback, various feedback strategies should be used by teachers and self-correction and peer review should be conducted by students.

关键词： error feedback Chinese EFl tertiary teachers l2 writing

INCORPORATING lITERATURE INTO ENGlISH writing AS A PROCESS TO IMPROVE TRADITIONAl writing INSTRUCTION

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Chinese Journal of Applied linguistics 2007年第3期30卷 91-96,125-126页

作者：冯智文云南师范大学外语学院

This article, based on a solid literature review, provides an in-depth exploration of l2 writing process, including a detailed description of l2 writing behaviors and habits and the differences in the writing process between advanced and unskilled l2 learners. Findings indicate that writing is a dynamic, recursive interplay of three major processes: planning, drafting, and revising. Experiencing this writing process, l2 learners have more to write and write it well. Therefore, this article suggests incorporating literature into l2 writing process as an effective way to improve traditional writing instruction.

关键词： process-oriented approach product-oriented approach l2 writing advanced ESl students unskilled ESl students

Fostering Professional Inquiry:A Report on the Sixth National Symposium on EFl writing Research and Teaching in China

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Chinese Journal of Applied linguistics 2010年第2期33卷 117-124,116页

作者：张凤娟战菊吉林大学公共外语教育学院

本文通过概述2008年秋季在北京召开的第六届全国英语写作教学与研究研讨会,分析了我国英语写作教学研究的现状和热点。本届研讨会的主要议题可以归纳为:(1)国内外二语写作研究现状;(2)写作教学;(3)写作学习者和中国英语;(4)写作评估和测... 详细信息

本文通过概述2008年秋季在北京召开的第六届全国英语写作教学与研究研讨会,分析了我国英语写作教学研究的现状和热点。本届研讨会的主要议题可以归纳为:(1)国内外二语写作研究现状;(2)写作教学;(3)写作学习者和中国英语;(4)写作评估和测试;(5)写作教师专业发展。本文最后根据会议情况分析了中国英语写作教学研究的发展趋势。

关键词： English l2 writing the Chinese context