Changing currents in second language writing research: A colloquium

Matsuda, Paul Kei; Canagarajah, A. Suresh; Harklau, Linda; Hyland, Ken; Warschauer, Mark

doi:10.1016/s1060-3743(03)00016-x

Cited by 89 publications

(61 citation statements)

References 65 publications

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“…One of them cited the most publications out of all the editorial materials (75) [22]. The review articles cited 95.12 publications on average, with the most citations being included in [1] (139). The bibliographies did not cite any works in their reference sections.…”

Section: Giving Referencesmentioning

confidence: 99%

“…Although its teaching has a much longer history, its beginnings lie in the 1980s as a metadisciplinary inquiry, both as a reflective enterprise and as an indicator of maturity [1]. The current study is conducted in the same spirit and aims to provide a bibliometric analysis of a group of SLW publications, one of the most significant signs of a discipline's status.…”

Section: Introductionmentioning

confidence: 99%

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“Second Language Writing” Publications in Web of Science: A Bibliometric Analysis

Arik

Arık

2017

Publications

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There are several indicators that distinguish an academic discipline, including journals, conferences, and graduate programs. One of them is the presence of academic publications in well-regarded citation indices such as Web of Science (WoS). This study explored the bibliometric characteristics of publications on "second language writing" (SLW) covered in the Social Sciences Citation Index and the Arts & Humanities Citation Index of WoS. We found that, while the first appeared in 1992 with a steady increase in recent years, there were a total of 266 SLW publications, mostly in the linguistics research area (92%), in the WoS between 1900 and 2013. The publications included articles, book reviews, and bibliographies written by 1.64 authors per publication, suggesting a low level of collaborations among SLW scholars. They cited 31.44 publications and received citations from 5.90 publications on average. An average SLW title had 2.49 different words and a total of 10.85 words, with an abstract of about five sentences and about six keywords and diverse topics including second language writing, writing, academic writing, error correction, and plagiarism. Our findings will be of value to second language writing scholars, graduate students, and practitioners for examining the status of their field.

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Section: Giving Referencesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“Second Language Writing” Publications in Web of Science: A Bibliometric Analysis

Arik

Arık

2017

Publications

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“…Esta teoría considera la relación entre el lenguaje y las funciones sociales. En base a esto, se sostiene la idea de que el ser humano en la sociedad moderna ha desarrollado formas específicas de usar el lenguaje para conseguir sus propósitos, lo que implica que los textos estén estrechamente ligados a los contextos sociales, así como a otros textos (Hyland, 2000(Hyland, , 2003. Desde ahí, desde lo lingüístico y lo formal, el estrecho punto de vista que partía desde una óptica textual se fue ampliando en el análisis textual en distintos niveles lingüísticos, creciendo el interés hacia los propósitos retóricos -y las diferencias entre las partes de un artículo-, así como hacia las diferencias retóricas que van más allá del estilo y que tienen que ver con la efectividad de la comunicación que se produce.…”

Section: Punto De Partidaunclassified

Evolución y desarrollo del texto de especialidad

Sánchez-Jiménez

2014

Círculo De Lingüística Aplicada a La Comunicación

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ResumenLa escritura evoluciona con la sociedad y el texto lo hace dentro de cada comunidad discursiva de forma específica. Las disciplinas que se han ocupado de analizar los textos escritos se hacen eco de estos cambios y explican cuáles son las adaptaciones que siguen en esta transformación. En el presente artículo se parte de la concepción del texto desde los inicios del Análisis del Discurso para observar cómo este concepto ha evolucionado dentro de cada comunidad disciplinaria de mano de los distintos cambios que se han venido produciendo en la sociedad durante las últimas décadas.Palabras clave: análisis textual, fines específicos sanchez jimenez: especialidad 114 Abstract Evolution and development of language for specific purposes texts.Writing volves in society and so do kinds of text in a discourse community in specific ways. The disciplines involved in the analysis of these written texts follow these changes and explain these adjustments. This article reviews the idea of texts when discourse analysis began. Its objective is to look at how this concept has evolved within each discourse community through the several changes that have occurred in the society during the last few decades.

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Section: Overview and Background To The Problemmentioning

confidence: 99%

“…In some instances, they have been tracked or labeled remedial speakers of English and thus have received inappropriate instructional language support before being mainstreamed into the K-12 system (Benesch, 2001). Harklau (Matsuda et al, 2003) points out that only in the last five years has explicit pedagogical attention been focused on Generation 1.5 learners; and research on their needs has just begun in response to their outnumbering traditional international ELLs in some US colleges.In the Canadian context, research literature refers to this profile of second-generation ELLs as Canadian-born or 1.5 generation (Boyd, 2002). Many of these Canadian-born Chinese (CBC) students appear to have native-like fluency in speaking because their underlying academic language needs, specifically in the area of writing, are overlooked by educators.…”

mentioning

confidence: 99%

Investigating Cohesion and Coherence Discourse Strategies of Chinese Students with Varied Lengths of Residence in Canada

Leo¹

2012

TESL

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This study examines how three age-on-arrival (AOA) groups of Chinese-background ESL students use two types of cohesive devices on a standardized essay exam. A discourse analysis of 90 first-year students' expository writing samples was conducted to ascertain how factors such as first language (L1) and length of residence (LOR) in Canada influence a student's ability to create cohesive and coherent writing. The study uses both quantitative and qualitative methods to explore how Canadian-born Chinese (CBC) students use lexical and referential discourse markers. Twelve essay features of this group of Generation 1.5 students are compared with those of two other cohorts of Chinese students with a shorter LOR. Key writing variables that measure academic writing proficiency were quantitatively analyzed to compare the expository writings of the CBC cohort with those of the later AOAs. Results indicate that synonymy and content words distinguish the writings of the CBC students from those of their later-arriving peers. A qualitative analysis of one CBC essay reveals that a more flexible and contextualized approach to evaluating writing by longterm Generation 1.5 students is required to acknowledge fully the productive lexical and discoursal strengths of these students. Cette étude porte sur l'emploi de deux types de marqueurs de relation dans un examen à développement standardisé par des étudiants en ALS d'origine chinoise et regroupés en fonction de leur âge à l'arrivée. À partir d'échantillons de rédactions descriptives écrites par 90 étudiants de première année, nous avons fait une analyse du discours pour déterminer dans quelle mesure des facteurs tels la langue première et la durée du séjour au Canada influencent la capacité d'un étudiant à écrire un texte cohérent. L'étude a recours à des méthodes quantitatives et qualitatives pour explorer l'emploi des marqueurs discursifs lexicaux et référentiels chez les étudiants chinois nés au Canada. Nous comparons 12 éléments des rédactions Overview and Background to the ProblemIn recent years, the significant changes to the demographic student populations in mainstream high schools and postsecondary institutions have led to a surge in the research on academic literacy. One area of particular concern is how ESL teachers and practitioners prepare non-native English-speaker students (NNES) to fulfill the requirements of higher education. With increasing numbers of these students entering colleges and universities in Canada and the United States, the field of second-language (L2)/ESL writing research that emerged in the 1960s has flourished. Today it is an urgent priority because familiarity with academic written discourse and North American rhetorical conventions are fundamental to ensuring students' success in university. As a result, substantial research is focused on L2 writing pedagogy for international and immigrant English-language learner (ELL) students. Yet the problem of inadequate attention being paid to a rapidly growing population of students who are either native-...

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Changing currents in second language writing research: A colloquium

Cited by 89 publications

References 65 publications

“Second Language Writing” Publications in Web of Science: A Bibliometric Analysis

“Second Language Writing” Publications in Web of Science: A Bibliometric Analysis

Evolución y desarrollo del texto de especialidad

Investigating Cohesion and Coherence Discourse Strategies of Chinese Students with Varied Lengths of Residence in Canada

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