Chapter 5. Age-related Differences and Associated Factors in Foreign Language Writing. Implications for L2 Writing Theory and School Curricula

Celaya, M. Luz; Navés, Teresa

doi:10.21832/9781847691859-009

Cited by 13 publications

(9 citation statements)

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“…Again, monolingual learners display lexical transfer more typical of lower proficiency learners (e.g. Celaya & Navés, 2009) although differences were only significant for literal translations and, to a lesser extent, phonetic spellings. Three result sets deserve further attention.…”

Section: Discussionmentioning

confidence: 81%

The impact of bilingualism on the acquisition of an additional language: Evidence from lexical knowledge, lexical fluency, and (lexical) cross-linguistic influence

Llach

2017

International Journal of Bilingualism

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Aims: The aim of the present paper is to look into the impact of bilingualism on lexical knowledge, lexical fluency, and lexical cross-linguistic influence (CLI). Design and methodology: To that end, Spanish monolingual (86) and Spanish–Basque bilingual (87) EFL learners were tested on lexical knowledge, lexical fluency, and (lexical) CLI by means of a task of lexical availability. Data were extracted from written sources. Data and analysis: Numerous responses were produced and instances of lexical CLI were examined and compared between monolingual and bilingual learners. Findings/Conclusions: Results point to a slight bilingual advantage in most of the measures tested but are not strong enough to reach statistical significance. Our results concur with previous studies in showing slight benefits for bilingual versus monolingual learners. Typological distance between Basque and English and the homogenization effect of schooling are thought to discard the potential benefits of bilingualism. Originality: This study shows that bilinguals are slightly better at lexical knowledge than monolingual counterparts. The comparisons of adolescent monolingual and bilingual learners learning an L3 under the same conditions are not frequent, neither is the examination of instances of lexical CLI. This is the main asset of the present study. Significance/implications: Our results suggest that teachers should encourage cross-linguistic comparison and positive lexical transfer through an increase in the use of cognates, since these can help then enhance and improve their lexical knowledge. Limitations: It is important to take into account that this study only looks at one specific aspect of lexical knowledge, other factors might also be influencing bilingual versus monolingual performance.

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Section: Discussionmentioning

confidence: 81%

The impact of bilingualism on the acquisition of an additional language: Evidence from lexical knowledge, lexical fluency, and (lexical) cross-linguistic influence

Llach

2017

International Journal of Bilingualism

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“…The greater efficiency of older learners over younger learners has been observed in relation to listening comprehension skills (Muñoz, 2003), phonetics (Fullana, 2006; García‐Lecumberri & Gallardo, 2003), oral fluency (Mora, 2006), vocabulary (Miralpeix, 2006; Oller & Nagato, 1974; Singleton, 1998; Stankowski‐Gratton, 1980), and writing (Celaya & Navés, 2009; Lasagabaster & Doiz, 2003; Torras, Navés, Celaya, & Pérez‐Vidal, 2006), as well as in studies assessing participants’ global L2 proficiency (Cenoz, 2002, 2003; García‐Mayo, 2003).…”

Section: The Effects Of Participants’ Age On L2 Learningmentioning

confidence: 99%

Age Effects in a Study Abroad Context: Children and Adults Studying Abroad and at Home

Llanes

Muñoz

2012

Language Learning

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This study examines the effects of learning context and age on second language development by comparing the language gains, measured in terms of oral and written fluency, lexical and syntactic complexity, and accuracy, experienced by four groups of learners of English: children in a study abroad setting, children in their at‐home school, adults in a study abroad setting, and adults in their at‐home university. Results show that the study abroad context was superior to the at‐home context, and more advantageous for children than for adults in comparative gains, although adults outscored children in absolute gains. The interaction between learning context and age suggests that studying abroad was particularly beneficial for children, who also had more opportunities for oral language practice.

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“…and L2 writing that FL writing is a bilingual event (e.g., Manchon et al, 2005Manchon et al, , 2009Rinnert & Kobayashi, 2009;Celaya & Naves, 2009;Cumming, 2009;Ortega, 2010;Schoonen et al, 2003).…”

Section: Discussionmentioning

confidence: 99%

The Use of Genre-Based Cycle with L1 Rhetorical Structure in L2 Writing Class: An Exploratory Study

Chang

2016

SELT

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This paper demonstrates the systemic functional approach (SFL) with the L1 rhetorical structure in a genre-based writing class and then examines the effectiveness of this study’s approach in developing Chinese EFL writers’ competence in writing argumentative essays. This EFL writing course follows the SFL approach, the genre-based cycle of teaching and learning, to provide students with repeated opportunities to practice literacy skills gained in previous cycles until they master different genres. The genre-based cycle formed the writing instruction along with the L1 rhetorical structure as a strategy; Chinese EFL sophomores (n = 44) were instructed in this writing class. Qualitative and quantitative data were collected: Interviews and ratings of students’ writing from two raters before and after the instruction. The results presented that most participants had made statistically significant progress in their writing competence, particularly in structuring paper. The incorporation of L1 rhetorical structure into the genre-based cycle offered participants a framework to organize their arguments in L2 writing. When EFL students’ home languages/cultures are treated as the resources within the context of a genre-based cycle, their prior knowledge of L1 rhetorical structure transits to more accurate construction of L2 essays.

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Chapter 5. Age-related Differences and Associated Factors in Foreign Language Writing. Implications for L2 Writing Theory and School Curricula

Cited by 13 publications

References 0 publications

The impact of bilingualism on the acquisition of an additional language: Evidence from lexical knowledge, lexical fluency, and (lexical) cross-linguistic influence

The impact of bilingualism on the acquisition of an additional language: Evidence from lexical knowledge, lexical fluency, and (lexical) cross-linguistic influence

Age Effects in a Study Abroad Context: Children and Adults Studying Abroad and at Home

The Use of Genre-Based Cycle with L1 Rhetorical Structure in L2 Writing Class: An Exploratory Study

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