Intercultural rhetoric through a learner lens: American students’ perceptions of evidence use in Chinese yìlùnwén writing

Liu, Ying; Du, Qian

doi:10.1016/j.jslw.2018.01.001

Cited by 21 publications

(7 citation statements)

References 30 publications

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“…They were unable to resist or undo the cultural stereotypes that make them feel culturally inferior (Feng, Du-Babcock, 2016). Similar conclusions were made by Ying Liu, Qian Du in the process of studies of American students' perceptions of evidence use in Chinese yìlùnwén writing (Liu, Du, 2018). Canadian researchers point out the consideration of multi-/plurilingualism of students (Marshall, Marr, 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 57%

Individual Styles of Summary Writing: Approaches to Styles Description and Diagnostics

Tareva

Tarev

2019

Journal of Siberian Federal University. Humanities &Amp; Social Sciences

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The article represents the analysis of individual styles of summary writing with the aim to describe them, and verify the methods of their defining (diagnosis). The purpose of the paper is to determine the scientific status, and also to substantiate the pragmatic function of individual summary writing styles in order to improve the quality of students’ preparation for this type of written activity in the process of learning foreign languages. The main goal of the authors is to prove that the individual style of summary writing is conditioned by socio-cultural and personal factors that influence the ability to perceive and process the source text and generate a secondary text — a summary. Materials and methods. As a methodological basis, the authors rely on the learner-centered and intercultural approaches to teaching. The solution of research problems was ensured through the use of a set of interrelated methods: theoretical (analysis of literature, of available domestic and foreign experience), general scientific (classification, differentiation, comparison, generalization), as well as empirical (experimental work, content analysis of activity products — summaries, statistical data processing). The material for research is summaries which are regarded as products of written speech by Russian-speaking and English-speaking students of an economics university. Results. The research identifies and characterizes lingvocognitive styles of summary writing specific for English and Russian language speakers, that reflect nationally and personally conditioned approaches to analytical and synthetic processing of information. We prove experimentally and statistically reliably the fact that Russian-speaking students are characterized by differentiating, scanning style of summary writing, while English-speaking students — by integrating, fragmenting style of summary writing. The systematization of the results of the summaries’ content analysis has demonstrated the use by the learners of their personal experience for perception, processing of the source text and in the generation of the text of a summary. Conclusions. The obtained results help to optimize the process of preparing students for writing summaries in the conditions of intercultural communication, taking into account the individual style of summary writing

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Section: Theoretical Frameworkmentioning

confidence: 57%

Individual Styles of Summary Writing: Approaches to Styles Description and Diagnostics

Tareva

Tarev

2019

Journal of Siberian Federal University. Humanities &Amp; Social Sciences

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“…My review of the 75 articles published in JSLW reveals that 48 of them (64%) draw on theory, such as genre theory/systemic functional linguistics (Wette, 2017b;Worden, 2019;Yasuda, 2011), sociocultural theory (Liao, 2018), specifically activity theory (Cho, 2017;Fujioka, 2014), perezhivanie (Mochizuki, 2019), ecological perspectives (Zhu, 2020), intercultural rhetoric (Abasi, 2012;Liu & Du, 2018), feminist theory (Sánchez-Martín & Seloni, 2019), attribution theory (Finn, 2018), complexity theory (Yu et al, 2020), language socialization (Friedman, 2019), critical perspectives (Britton & Leonard, 2020;Liu, 2008), and Bakhtin's dialogism (Merkel, 2020). In studies that do not make explicit reference to theory, the investigations usually start with a practical issue in the classroom, such as the role of technology in teacher feedback (Ene & Upton, 2018) and how students perceive corpus use in the writing classroom (Yoon & Hirvela, 2004).…”

Section: Key Theories and Methodologies Adoptedmentioning

confidence: 99%

“…The second research theme under the students and student learning strand includes several topics, one of which concerns student beliefs, views, perceptions, or attitudes, that is, students' perceptions of non-native English speaking tutors in writing centers (Okuda, 2019), their perceptions of L1 and L2 texts (Abasi, 2012;Liu & Du, 2018), beliefs and goals regarding writing tasks (i.e., mental models) (Nicolás-Conesa et al, 2014), views of content area writing (Kibler, 2011), reactions to teacher feedback (Lee, 2008), and attitudes towards corpus use (Yoon & Hirvela, 2004). These studies have enriched our understanding of the student perspectives on various important issues in L2 writing.…”

Section: Cognitive and Affective Dimensions Of Student Learning/writi...mentioning

confidence: 99%

“…For example, trust of non-native Englishspeaking tutors is found to hinge on tutees' preferences for specific tutoring strategies, confidence in tutors' writing, and alignment between tutor and tutee motives (Okuda, 2019). Students' L1 has been found to play an important role in influencing their perceptions of writing in L2, for example, L2 students' interpretations of evidence use in argumentative writing of the target language are influenced by their L1 rhetorical knowledge (Liu & Du, 2018). L2 students' beliefs and goals regarding the writing task (i.e., their mental models of writing), on the other hand, are related to their motivation, self-regulation, and writing performance.…”

Section: Cognitive and Affective Dimensions Of Student Learning/writi...mentioning

confidence: 99%

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Developments in classroom-based research on L2 writing

Lee

2022

10.14746/ssllt

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This paper reviews and reflects on developments in classroom-based research on second or foreign language (L2) writing from 2001 to 2020, based on scholarship drawn from the Journal of Second Language Writing, the flagship journal of the field. The review covers a total of 75 classroom-based studies and examines the major research themes and key findings under three research strands: (1) students and student learning of writing; (2) teachers and teaching of writing; and (3) classroom assessment and feedback, as well as the key theories and research methodologies adopted in extant classroom-based studies on L2 writing. The article ends with a discussion of the practical implications arising from the review, as well as potential research gaps that inform future directions for L2 writing classroom-based research. By providing a state-of-the-art review of developments in classroom-based research on L2 writing, this article contributes to a nuanced understanding of salient issues about learning, teaching and assessment of writing that take place in naturalistic classroom contexts, with relevant implications for both L2 writing practitioners and researchers.

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“…Along a similar line of research, L2 writing researchers have also examined extensively the relationship between students' L1 and L2 writing development (Connor, 1996(Connor, , 2004Liu and Du, 2018). The focus has not only been on the possible transfer from the L1 to the L2 on the lexical and syntactic levels but also on high-order discourse levels.…”

Section: L1 Transfermentioning

confidence: 99%

The Effect of First Language Transfer on Second Language Acquisition and Learning: From Contrastive Analysis to Contemporary Neuroimaging

Perkins

Zhang

2022

RELC Journal

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The effect of first language transfer on second language acquisition and learning has been a major theoretical concept in second language research and pedagogy since the 1950s. In order to give a historical perspective, the authors offer a brief presentation of some of the major topics from the broad spectrum of issues that have been examined by the applied linguistics research community during the past six decades and some significant developments in neuroimaging and cognitive science that have allowed researchers to investigate the role that first language plays in transfer to second language during neural activity and cognitive processing. The paper concludes with some pedagogical implications for second language instructors.

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Intercultural rhetoric through a learner lens: American students’ perceptions of evidence use in Chinese yìlùnwén writing

Cited by 21 publications

References 30 publications

Individual Styles of Summary Writing: Approaches to Styles Description and Diagnostics

Individual Styles of Summary Writing: Approaches to Styles Description and Diagnostics

Developments in classroom-based research on L2 writing

The Effect of First Language Transfer on Second Language Acquisition and Learning: From Contrastive Analysis to Contemporary Neuroimaging

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