Profiling L2 writing development: The case of CFL learners in intermediate classes
-
Li Yang
Li Yang is assistant professor in the Department of Modern Languages at Kansas State University. She conducts research on Chinese second language acquisition, including second language pragmatics learning, computer-assisted pragmatics instruction, and second language writing.
and
Zenan Zhao
Zenan Zhao is a lecturer in the Department of Modern Languages at Bryant University. She teaches Chinese language courses at all levels and conducts research on Chinese second language writing development.
Abstract
This exploratory study examined the writings of a small group of learners enrolled in intermediate CFL classes at two U.S. universities and attempted to profile these learners’ writing development over five months. It collected data through both in-class timed essays and out-of-class writing assignments and analyzed them in terms of overall rating and a variety of writing measures (i.e., fluency, accuracy, complexity, content, and organization). The results showed negligible improvement in these learners’ overall writing proficiency at the end of the observation period and revealed a non-linear trend of development of their writing competence over time. In addition, the analysis of the learners’ writing profile as well as the errors committed in their writings provided new insights into the promotion of L2 writing skills in CFL classrooms.
摘要
这项研究通过收集美国两所大学中级汉语班学生的课堂限时写作和课后写作，分析了这批学生在五个月内写作流利度、准确度、复杂度、内容以及文章结构等方面的变化和发展。结果显示：学生的写作水平没有在五个月内取得显著的进步，而且他们的写作能力随时间的变化呈现出非线性的发展。这项研究还总结分析了学生写作中较常出现的汉字、词汇以及句法方面的偏误。研究结果为如何在非目的语环境下提升学生的汉语写作能力提供了新思路。
About the authors
Li Yang is assistant professor in the Department of Modern Languages at Kansas State University. She conducts research on Chinese second language acquisition, including second language pragmatics learning, computer-assisted pragmatics instruction, and second language writing.
Zenan Zhao is a lecturer in the Department of Modern Languages at Bryant University. She teaches Chinese language courses at all levels and conducts research on Chinese second language writing development.
References
Aliakbari, Mohammad. 2002. Writing in a foreign language: A writing problem or a language problem?. Pan-Pacific Association of Applied Linguistics 6. 157–168.Search in Google Scholar
An, Fuyong. 2015. Analysis of fluency, grammatical complexity and accuracy of CSL writing: A study based on T-unit analysis. Language Teaching and Linguistic Studies 181. 11–20.Search in Google Scholar
Bulte, Bram & Alex Housen. 2014. Conceptualizing and measuring short-term changes in L2 writing complexity. Journal of Second Language Writing 26. 42–65.10.1016/j.jslw.2014.09.005Search in Google Scholar
Casanave, Christine. 1994. Language development in students’ journals. Journal of Second Language Writing 3. 179–201.10.1016/1060-3743(94)90016-7Search in Google Scholar
Cumming, Alister. 1990. Metalinguistic and ideational thinking in second language composing. Written Communication 7. 482–511.10.1177/0741088390007004003Search in Google Scholar
Institute of Linguistics, CASS. 2012. The Chinese contemporary dictionary (6th edition). Beijing: The Commercial Press.Search in Google Scholar
Ishikawa, Sandra. 1995. Objective measurement of low-proficiency EFL narrative writing. Journal of Second Language Writing 4. 51–69.10.1016/1060-3743(95)90023-3Search in Google Scholar
Jiang, Wenying. 2013. Measures of development in L2 written production: The case of L2 Chinese. Applied Linguistics 34. 1–24.10.1093/applin/ams019Search in Google Scholar
Liao, Jianling. 2010. The impact of interactive discussions on L2 Chinese composition writing. Iowa City, IA: The University of Iowa doctoral dissertation.10.17077/etd.s29hektySearch in Google Scholar
Manchon, Rosa. 2009. Writing in foreign language contexts: Learning, teaching, and research. New York: Multilingual Matters.10.21832/9781847691859Search in Google Scholar
Manchon, Rosa. 2011. Writing to learn the language: Issues in theory and research. In Rosa Manchon (ed.), Learning-to-write and writing-to-learn in an additional language, 61–82. Amsterdam/Philadelphia: John Benjamins.10.1075/lllt.31.07manSearch in Google Scholar
Manchon, Rosa. 2012. L2 writing development: Multilingual perspectives. Boston, MA: Walter de Gruyter.10.1515/9781934078303Search in Google Scholar
Manchon, Rosa & Julio Roca De Larios. 2011. Writing to learn in FL contexts: Exploring learners’ perceptions of the learning potential of L2 writing. In Rosa Manchon (ed.), Learning-to-write and writing-to-learn in an additional language, 181–207. Amsterdam/Philadelphia: John Benjamins.10.1075/lllt.31.13manSearch in Google Scholar
Mazgutova, Diana & Judit Kormos. 2015. Syntactic and lexical development in an intensive English for Academic Purposes programme. Journal of Second Language Writing 29. 3–15.10.1016/j.jslw.2015.06.004Search in Google Scholar
Ortega, Lourdes. 2003. Syntactic complexity measures and their relationship to L2 proficiency: A research synthesis of college-level L2 writing. Applied Linguistics 24. 492–518.10.1093/applin/24.4.492Search in Google Scholar
Ortega, Lourdes. 2009. Studying writing across EFL contexts: Looking back and moving forward. In Rosa Manchon (ed.), Writing in foreign language contexts: Learning, teaching, and research, 165–181. New York: Multilingual Matters.10.21832/9781847691859-013Search in Google Scholar
Ortega, Lourdes. 2012. Epilogue: Exploring L2 writing–SLA interfaces. Journal of Second Language Writing 21. 404–415.10.1016/j.jslw.2012.09.002Search in Google Scholar
Reichelt, Melinda. 2011. A critical review of foreign language writing research on pedagogical approaches. The Modern Language Journal 85. 578–598.10.1111/0026-7902.00127Search in Google Scholar
Sasaki, Miyuki. 2009. Changes in English as a foreign language students’ writing over 3.5 years: A sociocognitive account. In Rosa Manchon (ed.), Writing in foreign language contexts: Learning, teaching, and research, 46–63. New York: Multilingual Matters.10.21832/9781847691859-006Search in Google Scholar
Storch, Neomy. 2009. The impact of studying in a second language (L2) medium university on the development of L2 writing. Journal of Second Language Writing 18. 103–118.10.1016/j.jslw.2009.02.003Search in Google Scholar
Su, Danjie. 2016. Grammar emerges through reuse and modification of prior utterances. Discourse Studies 18. 330–353.10.1177/1461445616634551Search in Google Scholar
Wigglesworth, Gillian & Neomy Storch. 2012. Feedback and writing development through collaboration: A socio-cultural approach. In Rosa Manchon (ed.), L2 writing development: Multilingual perspectives, 69–99. Boston, MA: Walter de Gruyter.10.1515/9781934078303.69Search in Google Scholar
Williams, Jessica. 2012. The potential role(s) of writing in second language development. Journal of Second Language Writing 21. 321–331.10.1016/j.jslw.2012.09.007Search in Google Scholar
Wolfe-Quintero, Kate, Shunji Inagaki & Hae-Young Kim. 1998. Second language development in writing: Measures of fluency, accuracy, & complexity. Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawai’i at Manoa.Search in Google Scholar
Zhao, Zenan. 2012. Investigation of the relationship between Chinese L2 learners’ character writing errors and orthographic knowledge development. Iowa City, IA: The University of Iowa MA thesis.Search in Google Scholar
© 2018 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Papers in English
- How pinyin tone formats and character orthography influence Chinese learners’ tone acquisition
- Profiling L2 writing development: The case of CFL learners in intermediate classes
- Non-salient form in Chinese as a second language instruction: Input flood of Chinese notional passive construction
- Papers in Chinese
- 汉语并列关系定语统计分析
- 会话分析路向的课堂研究
- “互联网+” 背景下对外汉语教学模式研究
Articles in the same Issue
- Frontmatter
- Papers in English
- How pinyin tone formats and character orthography influence Chinese learners’ tone acquisition
- Profiling L2 writing development: The case of CFL learners in intermediate classes
- Non-salient form in Chinese as a second language instruction: Input flood of Chinese notional passive construction
- Papers in Chinese
- 汉语并列关系定语统计分析
- 会话分析路向的课堂研究
- “互联网+” 背景下对外汉语教学模式研究
