An approximation to the study of backtracking in L2 writing

Manchón, Rosa M.; Larios, Julio Roca de; Murphy, Liz

doi:10.1016/s0959-4752(99)00016-x

Cited by 48 publications

(39 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We assume this ability resulted from the extensive situated writing practice they experienced in writing and content classes in overseas high schools, which allowed them to internalize or automatize their procedural writing knowledge (DeKeyser 1998). Thus, we can conclude that in order to become readily accessible, writing knowledge has to be internalized through extensive and repeated use, which accords with recent findings by Manchón and Roca de Larios (2007) and Sasaki (2011).…”

Section: Discussionsupporting

confidence: 89%

Chapter 5. Understanding L2 writing development from a multicompetence perspective: Dynamic repertoires of knowledge and text construction

Kobayashi¹,

Rinnert²

2012

L2 Writing Development: Multiple Perspectives

View full text Add to dashboard Cite

This chapter examines the role of writing knowledge in text construction and investigates how writing knowledge contributes to L2 writing development, drawing on multicompetence theory. Data for this study include L1 and L2 essays written by 64 writers with varying backgrounds and amounts of writing experience, in-depth retrospective interviews, and background questionnaires. Cross-linguistic, cross-sectional and longitudinal comparisons of text features revealed that novice writers depended on the L1 knowledge they had acquired, whereas the most experienced EFL writers showed sophisticated knowledge of introduction components, greater audience awareness and genre-related rhetorical features in both languages. The findings suggest that as the repertoire of writing knowledge expands and evolves, the relations between L1 and L2 knowledge change from almost separate systems to greater degrees of overlap. As knowledge increases, writers gain the means to exert more control over the text they are constructing by choosing the most appropriate features from their repertoire of writing knowledge to meet the needs and expectations they perceive are associated with the particular writing context and readers they envision. Based on the findings, we offer a refined notion of cross-language writing transfer incorporating non-language-specific writing knowledge.

show abstract

Section: Discussionsupporting

confidence: 89%

Chapter 5. Understanding L2 writing development from a multicompetence perspective: Dynamic repertoires of knowledge and text construction

Kobayashi¹,

Rinnert²

2012

L2 Writing Development: Multiple Perspectives

View full text Add to dashboard Cite

show abstract

“…In this regard, L-S may be driven by the mental operations of private speech for solving L2 problems with L1 resources. This function of C-S is also compatible with a heuristic role, that of discovering and refining plans for the evolving L2 text, as suggested by Cumming (1989) and Manchon et al (2000).…”

Section: Discussionsupporting

confidence: 69%

The Impact of Task Difficulty and Language Proficiency on Iranian EFL Learners‟ Code-switching in Writing

Qahfarokhi¹,

Biria²

2012

TPLS

View full text Add to dashboard Cite

Abstract-This study sought to investigate code-switching in the writing of Iranian EFL learners. Code switching can occur both in spoken and written discourse. In order to measure this behavior in the writing of Iranian EFL learners, a total of 30 participants (15 intermediate and 15 advanced learners) were randomly selected. An Oxford Placement Test was administered to determine their level of second language (L2) proficiency. For gathering the relevant data from the learners, two writing tasks with different levels of difficulty were employed. The participants were required to think aloud as they were engaged in the act of writing. The data gathered from the think-aloud protocols were then analyzed and used for further analysis. Several independent T-test were conducted to analyze the data collected from the think-aloud protocols. The results showed that level of proficiency on the one hand and task level of difficulty were influential factors in writers' rate of switching to their first language (L1).

show abstract

“…This preference may be due to the fact that, in this way, they can check the difference between the L2 and their L1. Earlier research on writing (for example, Manchón et al, 2000) has claimed that writers with a low level of proficiency in their L2 will often rely on their first-language resources, which may result in transfer errors. A second finding from the present study reveals that B2 students wish to self-correct their mistakes, corroborating recent research (Chen et al, 2016).…”

Section: Conclusion and Pedagogical Implicationsmentioning

confidence: 99%

EFL Students' Preferences Towards Written Corrective Feedback: An Exploratory Study on Age and Level of Proficiency

Orts

Salazar

2016

Grove

View full text Add to dashboard Cite

Corrective feedback (CF, henceforth) has been an issue of investigation in second language acquisition for a number of years now. In the English-as-aforeign-language classroom, students may have different preferences towards how to have their errors corrected. Research has shown that differences in the learning styles of the students will affect the learning environment by either supporting or inhibiting their intentional cognition and active engagement. In the classroom, teachers can use this information as a tool to motivate students and help them improve their learning process. This exploratory study was carried out to analyse students' preferences towards written correction in two different groups at a high school in Spain. Students filled out a questionnaire and results were analysed in order to determine whether age and level of English may be factors affecting their preferences for error correction.Keywords: corrective feedback, age, proficiency, preferences, error. ResumenLa retroalimentación correctiva lleva años siendo un tema de investigación en el campo de la adquisición de segundas lenguas. En el aula de inglés como lengua extranjera, los estudiantes pueden mostrar preferencias distintas en lo que respecta a la corrección de sus errores. Investigaciones anteriores revelan que las diferencias en los estilos de aprendizaje de los estudiantes pueden afectar el clima de aprendizaje, bien reforzando o inhibiendo su participación. De esta forma, en el aula, los profesores pueden utilizar esta información como herramienta para motivar a los estudiantes y ayudarles a mejorar en el proceso de aprendizaje. El presente estudio exploratorio tiene como objetivo analizar las preferencias de dos grupos de estudiantes españoles hacia la corrección escrita. Los participantes rellenaron un cuestionario para determinar si la edad y nivel de competencia en inglés pueden ser factores que afecten sus preferencias hacia la corrección de errores.Palabras clave: retroalimentación correctiva, edad, nivel de competencia, preferencias, error.

show abstract

An approximation to the study of backtracking in L2 writing

Cited by 48 publications

References 16 publications

Chapter 5. Understanding L2 writing development from a multicompetence perspective: Dynamic repertoires of knowledge and text construction

Chapter 5. Understanding L2 writing development from a multicompetence perspective: Dynamic repertoires of knowledge and text construction

The Impact of Task Difficulty and Language Proficiency on Iranian EFL Learners‟ Code-switching in Writing

EFL Students' Preferences Towards Written Corrective Feedback: An Exploratory Study on Age and Level of Proficiency

Contact Info

Product

Resources

About