The role of reading strategies in integrated L2 writing tasks

Plakans, Lia

doi:10.1016/j.jeap.2009.05.001

Cited by 125 publications

(98 citation statements)

References 22 publications

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“…The ideational and linguistic distance between the written texts and the models was so wide that the students could hardly rely on the latter to solve the "holes" previously detected in the writing-only stage. Consequently, the most practical alternative at their disposal seemed to be the use of those models as source texts for borrowing purposes (Plakans, 2009;Shi, 2004).…”

Section: From Noticing To Subsequent Revisionsmentioning

confidence: 99%

The Use of Models as a Form of Written Feedback to Secondary School Pupils of English

Esteban¹,

Larios²

2010

ijes

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The present study investigated how noticing is related to composing and subsequent feedback processing in individual and collaborative EFL writing. Participants were Spanish secondary school pupils at a lowintermediate proficiency level who completed a three-stage writing task that included writing a picture-based story (Stage 1), comparing their written texts with two native-speaker models (Stage 2), and attempting subsequent revisions (Stage 3). The results indicate that the students noticed mainly lexical problems at the writing stage but could only find a few solutions to those problems in the models provided. However, the comparison with the models allowed them, especially those who wrote collaborativelly, to notice a large number of features related to the content of the pictures and the linguistic means used to express that content. They were also found to incorporate a reasonable number in subsequent revisions. A number of implications from these findings for research and pedagogy are suggested. KEYWORDS:noticing, written feedback, composing, second language writing, models, collaborative writing, second language acquisition. RESUMEN EN ESPAÑOLEl objetivo de este estudio es investigar la relación entre atención, escritura y feedback durante la redacción individual y colaborativa de textos en inglés como lengua extranjera. Los participantes eran alumnos españoles de enseñanza secundaria con nivel de competencia intermedio-bajo que completaron una tarea de redacción en tres etapas: escritura de una narración a partir de unos dibujos (Etapa 1), comparación de los textos escritos con dos modelos escritos por hablantes nativos (etapa 2) y revisión posterior de los textos originales (etapa 3). Los resultados indican que los estudiantes repararon en errores principalmente de tipo léxico durante la escritura de la narración, pero que sólo pudieron encontrar unas pocas soluciones a esos problemas en los modelos proporcionados. Sin embargo, la comparación con los modelos les permitió, especialmente a los que trabajaban en colaboración, percatarse de un amplio número de elementos relacionados con el contenido de los dibujos y los medios lingüísticos utilizados para expresar tales contenidos, así como incorporar un número razonable de estos elementos en las revisiones posteriores. De acuerdo con estos resultados, se sugieren diversas implicaciones para la docencia y la investigación. PALABRAS CLAVEAtención, corrección de trabajos escritos, composición por escrito, redacción en segundas lenguas, modelos, redacción colaborativa, adquisición de segundas lenguas

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Section: From Noticing To Subsequent Revisionsmentioning

confidence: 99%

The Use of Models as a Form of Written Feedback to Secondary School Pupils of English

Esteban¹,

Larios²

2010

ijes

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“…Studies have also shown that skilled writers tend to view planning and composing as a continual process which includes developing an initial set of goals or plans to guide the writing process (see Ascención 2004; Goddard & Sendi 2008;Plakans 2009). In contrast, less skilled writers seldom set writing goals, seldom monitor their final product as regards the writing goal and rarely revise a text (Goddard & Sendi 2008;Graham, Harris & Reid 1992).…”

Section: Introductionmentioning

confidence: 99%

Writing skills and strategies of bilingual immigrant students learning Greek as a second language and English as a foreign language

Griva

Chostelidou

2013

Read. writ.

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The present study was concerned with eliciting information about the problems that bilingual or immigrant students' encounter and the strategies that they employ whilst writing in Greek as a second language (GL2) and in English as a foreign language (EFL). The sample consisted of a total of 32 bilingual students, aged between 10 and 12 from Albanian, Russian and Georgian families. The study followed a qualitative and quantitative method of data collection and analysis: (1) a screening writing test was used for student selection and their categorisation into skilled and less skilled writers; (2) student think-aloud reports and retrospective interviews were used to collect data whilst students were writing in GL2 and EFL. The findings indicated that the skilled bilingual writers held a much broader and complex view of their own writing process and showed more strategic knowledge compared to less-skilled writers. In particular, they were more flexible in using both cognitive and metacognitive strategies and employed a wider range of more 'elaborated' strategies. In contrast, the less-skilled writers had a more limited knowledge of the writing task, and they adopted lower-level processes and strategies. However, they had adequate awareness of their own writing problems related to word level, and they employed certain compensation strategies to overcome writing weaknesses. Some suggestions are made about the creation of educational and teaching conditions for developing bilingual students' linguistic cognitive and metacognitive skills and expanding opportunities for them to become autonomous writers.

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“…Reading strategies were categorized with reference to the frameworks used by Plakans (2009) and in our pilot study (Hijikata, Nakatani, & Shimizu, 2011). The first category was Local Strategies, composed of Rereading, Breaking lexical items into parts/using phonological cues, and Guessing and interpreting the meaning.…”

Section: Methodsmentioning

confidence: 99%

“…; (16) Make elaborative inference to achieve in-depth understanding of the theme; (17) Several reading strategy studies have focused on the differences between L1 and L2 reading strategies (Block, 1986(Block, , 1992Carrell, 1989;Horiba, 1996;Kamhi-Stein, 2003) and the relationship between L2 competency and reading strategy use (e.g., Dewey, 2004;Horiba, 1996;Lau, 2006). It has been shown that proficient readers tend to use Global Strategies while less proficient readers tend to use Local Strategies, especially at the word level (Horiba, 1996;Lau, 2006;Plakans, 2009). Reading strategies in this context have been assessed mainly by questionnaire (e.g., Carrell, 1989;Cogmen & Saracaloglu, 2009;Phakiti, 2003) and the think-aloud protocol.…”

Section: Second Language Reading and Reading Strategymentioning

confidence: 99%

“…Although some studies have examined reading strategy use in academic reading (e.g., Block, 1986;Plakans, 2009), these studies used short passages only, and there have been a few studies that have focused on the mental representation constructed while we read research papers (e.g., Wyatt et al, 1993). Considering that academic discourse has a particular, distinct structure (e.g., Swales, 1990), it is necessary to examine the process of reading academic papers separately from that of reading in general, focusing on the rhetorical particularities of academic discourse.…”

Section: Introductionmentioning

confidence: 99%

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Japanese EFL Students’ Reading Processes for Academic Papers in English

Hijikata¹,

Nakatani²,

Shimizu³

2013

JEL

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Academic reading has been less emphasized compared with academic writing as a site of research inquiry. Although some studies have examined reading strategy use in academic reading (e.g., Block, 1986;Plakans, 2009), these studies used short passages only, and there have been a few studies that have focused on the mental representation constructed while we read research papers (e.g., Wyatt et al., 1993). Considering that academic discourse has a particular, distinct structure (e.g., Swales, 1990), it is necessary to examine the process of reading academic papers separately from that of reading in general, focusing on the rhetorical particularities of academic discourse. Against this research background, we investigated how Japanese EFL students read English academic papers, focusing on the interactions among L2 proficiency, reading strategies, and the rhetorical features of the papers. We used the following methods: video observation, the "think-aloud protocol," document analysis of notes taken by the participants while reading, and a post-reading interview. The reading strategies identified on the basis of the think-aloud protocol were categorized into local, global, and metacognitive strategies. The main results were as follows. First, the Japanese EFL readers had difficulty recognizing academic discourse. Therefore, they could not read the papers efficiently. Second, the students focused on understanding formulas and figures presented in the documents. Third, although the students used local and global strategies frequently, their purposes in using these strategies varied depending on their L2 competence, their background knowledge about the topic of the paper, and their familiarity with the discipline-specific academic discourse.

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The role of reading strategies in integrated L2 writing tasks

Cited by 125 publications

References 22 publications

The Use of Models as a Form of Written Feedback to Secondary School Pupils of English

The Use of Models as a Form of Written Feedback to Secondary School Pupils of English

Writing skills and strategies of bilingual immigrant students learning Greek as a second language and English as a foreign language

Japanese EFL Students’ Reading Processes for Academic Papers in English

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