First Language Composition Pedagogy in the Second Language Classroom: A Reassessment

Abstract

Much of current L2 writing theory has been extrapolated from L 1 literature on native speaker writing processes (Zamel 1982(Zamel , 1983Raimes 1985). This has led to an influx of Ll instructional practices into L2 classrooms which remain largely untested on non-native populations. As a relatively new applied field, the teaching of composition to non-natives has been largely dependent upon the pedagogical practices modelled on research findings and practical experiences of first language composition teachers. The paucity of field testing of first language composition teaching techniques in the second language context, however, has led to widespread belief that whatever works for native speakers must be equally effective for non-native writers. Three such practices which are widely used in L2 classrooms are sentence combining and journal writing, and more recently, composition reformulation techniques. The present study reports a study of the relative effectiveness of these three composition strategies in a second language context. The rationale behind the use of journal writing in L2 instruction derives primarily from testimonials in Ll literature (Spack and Sadow 1983). Proponents of journal writing contend that increased opportunities for informal writing practice provide invaluable experience in the application of writing strategies in a context where there is less anxiety and concern with form (Kirchotter 1974;Esch 1975;Koch 1975; Fulwiler 1978;Scheuermann 1977). The primary focus of L 1 research has been to monitor these positive attitudinal changes rather than addressing the question of whether such instruction results in improved writing quality (Hull 1981, Staton, Shuy andKreft 1982). Research on the relationship betwen writing frequency and writing quality, however, suggests that the practice of writing for fluency alone may have a negligible effect on improving student writing (Hunting 1967, Azabdaftari 1981.In spite of recent research suggesting the ineffectiveness of corrective feedback on composition (Hendrickson

A Multiple‐Data Analysis of the 3.5‐Year Development of EFL Student Writers

“…However, in Sasaki (2002), although the participating students significantly improved their composition scores, they did not improve fluency (in terms of either quantity or speed) after 2 semesters of processwriting instruction. Furthermore, some other previous studies reported a lack of improvement in L2 writers' composition quality and/or fluency as a result of instruction (e.g., Ross et al, 1988;Shi, 1998). As for the effects of the participants' studyabroad experiences, previous studies have reported that gains in L2 proficiency and fluency in other skills (reading, listening, and speaking) were possible as the result of such experiences (e.g., Brecht, Davidson, & Ginsberg, 1995;Freed, 1995b), but no study seems to have examined gains in terms of L2 writing (Freed, 1995a).…”

“…One of the most important, but lacking, aspects of the model was the one that is related to ''general stages of writing development'' (Grabe, 2001, p. 48). Very few previous studies to date (e.g., Lee, 2002;Ross, Shortreed, & Robb, 1988) have observed L2 writers for longer than 1 semester (cf. Berg, 1999;Shi, 1998).…”

Journal Writing and the Question of Transfer of Skills to Other Types of Writing

“…Picture sequences were selected for their clear story line and because writing stories about them did not necessarily require prior knowledge of the subject, which might have affected the students' writing. In addition, a number of researchers (Ishikawa, 1995;Ross, Shortreed, & Robb, 1988;Rousseau, Bottge, & Dy, 1993) have used similar picture sequences.…”

“…Although a number of articles and books have discussed the advantages of using journals (Davies, 2001;Fulwiler, 1987;Gutstein, Batterman, Harmatz-Levin, Kreeft, & Meloni, 1983;Holmes & Moulton, 1997;Kelen, 2001;Kreeft, 1984;Kresovich, 1988;Leki, 1985;Peyton, l990a;Peyton, l990b;Peyton & Reed, l990;Staton, 1987;Werderich, 2002), only a few researchers have investigated the question of improvement in journal writing over time (Barba, 1992;Casanave, 1993Casanave, , 1994Duppenthaler, 2002a;Kreeft, 1984), and even fewer have investigated the possibility of a transfer-of-skills effect from journal writing to other types of writing (see for example Abdel Fattah, 1993;Hirose & Sasaki, 2000;and Ross, Shortreed, & Robb, 1988). Do the gains, for example in fluency or accuracy, reported in journals carry over into other types of writing?…”

The Effect of Three Types of Written Feedback on Student Motivation

“…The picture sequence was selected for its clear story line and because it did not require prior knowledge of the subject. A number of researchers (Ross, Shortreed, & Robb, 1988;Rousseau, Bottge, & Dy, 1993;Ishikawa, 1995) have used similar picture sequences to gather writing samples from students.…”