Toward a theory of adaptive transfer: Expanding disciplinary discussions of “transfer” in second-language writing and composition studies

DePalma, Michael-John; Ringer, Jeffrey M.

doi:10.1016/j.jslw.2011.02.003

Cited by 85 publications

(39 citation statements)

References 34 publications

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“…On a theoretical level, this study could be seen as providing empirical support for DePalma and Ringer's (, ) proposal to reconceptualize transfer as adaptive transfer. At the same time, it confirms that a dynamic view of transfer controlled by writer agency represents a powerful tool for L2 writing researchers.…”

Section: Resultssupporting

confidence: 63%

“…The use of a softening device such as “I think,” and “seems/appears,” in fact, was more frequently observed in the Japanese essays of these JFL writers than in their English essays. All these finding suggest that, when they applied their familiar writing knowledge to a new rhetorical context, these writers tended to reshape the prior knowledge to meet the perceived expectations of the new audience, which fits the dynamic concept of transfer postulated by DePalma and Ringer (, ).…”

Section: Resultssupporting

confidence: 62%

“…The dynamic view of adaptive transfer of learning proposed by DePalma and Ringer () mentioned previously recognizes the need to go beyond a static view of reuse of prior knowledge and acknowledges the agency of individual L2 writers who draw on their own experiences and changing perceptions in order to transform knowledge in new contexts. In a later elaboration of their proposal, they define adaptive transfer as either conscious or unconscious reshaping of “prior writing knowledge and experience to suit new or unfamiliar rhetorical situations” (DePalma & Ringer, , p. 269).…”

Section: Definitions and Theories Of Transfermentioning

confidence: 99%

See 2 more Smart Citations

Argumentation Text Construction by Japanese as a Foreign Language Writers: A Dynamic View of Transfer

Rinnert

Kobayashi

Katayama

2015

The Modern Language Journal

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This study takes a dynamic view of transfer as reusing and reshaping previous knowledge in new writing contexts to investigate how novice Japanese as a foreign language (JFL) writers draw on knowledge across languages to construct L1 and L2 texts. We analyzed L1 English and L2 Japanese argumentation essays by the same JFL writers (N = 19) and L1 Japanese essays by Japanese university students (N = 21), along with JFL writers' reported reflections. The analysis identified both shared and contrasting L1/L2 text features, including argumentation subtypes (e.g., justification, exploration) and essay introduction/conclusion components. The findings revealed that while constructing L2 essays, the JFL writers took an active role in assessing audience, selecting appropriate text features, and transforming/reshaping selected features, influenced by contextual factors (e.g., audience expectation, purpose, topic). For example, some writers reshaped their L1 justification subtype by softening L2 assertions to meet perceived Japanese reader expectations. Results highlight the centrality of the writer's agency in deciding what previous writing knowledge to reuse or reshape when creating L2 text and also the importance of individual learning trajectories (e.g., L2 proficiency, L1/L2 writing experience) affecting writers' decisions. The study affirms that a dynamic view of transfer provides insights into the L2 writers' text construction process.

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Section: Resultssupporting

confidence: 63%

Section: Resultssupporting

confidence: 62%

Section: Definitions and Theories Of Transfermentioning

confidence: 99%

See 1 more Smart Citation

Argumentation Text Construction by Japanese as a Foreign Language Writers: A Dynamic View of Transfer

Rinnert

Kobayashi

Katayama

2015

The Modern Language Journal

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“…Issues of transfer and transmission permeate questions of writing and writing pedagogy, and in two ways (see (Yancey et al 2014;Nowacek 2011;DePalma and Ringer 2011)). Like other school subjects, writing pedagogy is concerned with how the knowledge to be learned is to be transmitted, and with the transferability of that knowledge across contexts.…”

Section: Transfer Translation Transmission and Writing Languagementioning

confidence: 99%

Writing Language: Composition, the Academy, and Work

Horner

2017

Humanities

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This paper argues that while college composition courses are commonly charged with remediating students by providing them with the literacy skills they lack, they may instead be redefined as providing the occasion for rewriting language and knowledge. By bringing to the fore the dependence of language and knowledge on the labor of writing, a pedagogy of recursion, mediation, and translation of knowledge through writing and revision counters neoliberalism's commodification of knowledge and language, and offers an alternative justification for continuing education as the occasion for students to remediate language and knowledge through writing.

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“…Larsen‐Freeman claimed that reasons are broader‐based than rules, and that when students understand reasons why grammar structures are the way they are, their understanding, along with meaningful practice, helps students transcend the boundaries of a particular context. Then, too, De Palma and Ringer (2011) called attention to work by Smit (2004), who made a similar argument with regard to learning to write. Smit “distinguishes between broadly based and localized aspects of writing knowledge and ability: while broadly based aspects of writing do transfer from one writing context to another, localized aspects, because they are specific to particular contexts, do not” (De Palma & Ringer, 2011, p. 136).…”

Section: Cognitive Views Of Transfermentioning

confidence: 99%

Transfer of Learning Transformed

Larsen‐Freeman

2013

Language Learning

117

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Instruction is motivated by the assumption that students can transfer their learning, or apply what they have learned in school to another setting. A common problem arises when the expected transfer does not take place, what has been referred to as the inert knowledge problem. More than an academic inconvenience, the failure to transfer is a major problem, exacting individual and social costs. In this article, I trace the evolution of research on the transfer of learning, in general, and on language learning, in particular. Then, a different view of learning transfer is advanced. Rather than learners being seen to “export” what they have learned from one situation to the next, it is proposed that learners transform their learning. The article concludes by offering some suggestions for how to mitigate the inert knowledge problem from this perspective.

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Toward a theory of adaptive transfer: Expanding disciplinary discussions of “transfer” in second-language writing and composition studies

Cited by 85 publications

References 34 publications

Argumentation Text Construction by Japanese as a Foreign Language Writers: A Dynamic View of Transfer

Argumentation Text Construction by Japanese as a Foreign Language Writers: A Dynamic View of Transfer

Writing Language: Composition, the Academy, and Work

Transfer of Learning Transformed

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