Chapter 17. The language learning potential of L2 writing

2020 ◽  
pp. 405-426
Author(s):  
Rosa M. Manchón
Keyword(s):  
Language Learning ◽  
L2 Writing ◽  
Learning Potential

scholarly journals Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

2018 ◽  
Vol 8 (2) ◽  
pp. 247-267
Author(s):  
Rosa M. Manchón
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Strategic Behavior ◽  
Corrective Feedback ◽  
L2 Writing ◽  
Future Research ◽  
Writing Strategies ◽  
Learning Potential ◽  
Feedback Processing ◽  
Research Agendas

This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis will synthesize the main trends observed in the conceptualization of writing strategies as well as central directions followed in empirical research in the domain. The prospective discussion tries to advance research agendas on the basis of several observations about L2 writing that are presented as key points to be considered when analyzing existing or thinking about future research in the domain. Special mention will be made of future research avenues centrally concerned with theoretical and empirical questions on the manner in which strategic behavior during writing and during written corrective feedback processing may foster language learning. It will be suggested that following this route can result in interesting and profitable synergies between research on language learning strategies and recent SLA-oriented L2 writing research initiatives on the language learning potential associated with L2 writing.

LANGUAGE REFLECTION FOSTERED BY INDIVIDUAL L2 WRITING TASKS

2019 ◽  
Vol 41 (3) ◽  
pp. 503-527 ◽  
Author(s):  
Sonia López-Serrano ◽  
Julio Roca de Larios ◽  
Rosa M. Manchón
Keyword(s):  
Problem Solving ◽  
Language Learning ◽  
L2 Writing ◽  
Future Research ◽  
Potential Contribution ◽  
Coding System ◽  
Learning Potential ◽  
Scant Attention ◽  
Problem Solving Strategy ◽  
Methodological Considerations

AbstractThere has been a growing interest in the study of writing from the perspective of its potential contribution to language development. However, scant attention has been paid to key methodological considerations regarding the analysis of the connection between L2 writing processes, reflection on language while writing, and language learning. In an attempt to advance in this domain, and informed by models of L2 writing, and cognitive L2 writing research framed in the problem-solving paradigm, this study provides a comprehensive description of the language reflection individual writers engage in when solving the linguistic problems they face while completing writing tasks in their L2. The think-aloud protocols generated by 21 EFL learners while writing an individual argumentative essay were analyzed on the basis of a reconceptualization of language-related episodes as problem-solving strategy clusters. The result is a comprehensive, theoretically motivated, and empirically based coding system that is offered as a basis for future research in the domain. We discuss the methodological implications of our analytic approach and advance some theoretical implications for future debates on the language learning potential of individual writing tasks.

The Language Learning Aptitudes of Jamaican Children at the Beginning of Secondary School

1976 ◽  
Vol 3 (1) ◽  
pp. 1-21
Author(s):  
Dennis Craig ◽  
Sheila Carter
Keyword(s):  
Social Class ◽  
Secondary School ◽  
Language Learning ◽  
Test Performance ◽  
Communication Style ◽  
Specific Factor ◽  
Learning Potential ◽  
Language Aptitude ◽  
Theory Of Language

Against the background of the creole-language situation in Jamaica, the present paper examines the need for a study of language aptitudes. Also examined are the relevance of S. B. Carroll's theory of language aptitudes in the Jamaican situation, and the implications that become evident out of a comparison of children's performance in language-aptitude and learning-potential tests. The findings suggest that performance in both types of test is strongly influenced by social-class factors. It is then further suggested that the communication style of creole-influenced speech is different from that required overtly or covertly in most types of test performance, and that this specific factor could be responsible for the results discussed.

The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing

2017 ◽  
Vol 37 ◽  
pp. 110-127 ◽  
Author(s):  
María del Pilar García Mayo ◽  
Udane Loidi Labandibar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Corrective Feedback ◽  
Negative Attitude ◽  
Learning Potential ◽  
Feedback Processing ◽  
Efl Writing ◽  
Efl Context ◽  
Written Corrective Feedback ◽  
Writing Task

ABSTRACTThe language learning potential of writing has been an underresearched topic in the English as a foreign language (EFL) context. The present study investigates what Basque-Spanish EFL teenage learners (n = 60) notice when writing a composition in response to visual stimuli in a three-stage writing task including output, comparison, and delayed revision. The present study also explores how this noticing and feedback processing affects their subsequent revisions. The findings revealed that participants noticed mainly lexical problems, although they also paid attention to content features. Moreover, more proficient learners and guided learners noticed more features. A qualitative analysis of the results indicated that, overall, learners had a negative attitude toward writing and modeling, but those with more positive beliefs incorporated more items in subsequent revisions. A number of implications for research and pedagogy will be discussed.

scholarly journals Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing

2021 ◽  
Vol 11 (8) ◽  
pp. 393
Author(s):  
Hayley Anne Cannizzo
Keyword(s):  
Language Learning ◽  
Critical Consciousness ◽  
Teaching Practice ◽  
The United States ◽  
Feminist Pedagogy ◽  
L2 Writing ◽  
Power Structures ◽  
Learning Context ◽  
First Year Students ◽  
Language Pedagogy

Feminist pedagogy is a teaching practice, philosophy and process that seeks to confront and deconstruct oppressive power structures both within and outside of the classroom using a gendered lens. As Women’s Studies departments continue to grow in many universities, feminist pedagogy seems to be gaining popularity as an approach to engaging students in liberatory classroom practices. However, feminist language pedagogy (feminist pedagogy in the second language learning context) appears to have stagnated. This paper investigates the implementation of feminist language pedagogy in an EAP writing classroom for first-year students at a public university in the Southwest of the United States. Using action research, the teacher, who is the author of this paper, examined how feminist language pedagogy aids the development of her students’ critical consciousness and serves as a motivational tool for L2 writing development. The author finds that even in a short, sixteen-week semester, it is possible for students to foster critical consciousness without sacrificing linguistic development.

Practising Language Interaction via Social Networking Sites

2013 ◽  
pp. 40-53 ◽  
Author(s):  
Marina Orsini-Jones ◽  
Billy Brick ◽  
Laura Pibworth
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Social Networking ◽  
Language Learning ◽  
Social Networking Sites ◽  
Learning Potential ◽  
Web 2.0 Tools

This chapter reports on the evaluation of language learning SNSs carried out by “expert students” who are training to become Teachers of English as a Foreign Language (TEFL) at both undergraduate and postgraduate levels. While stressing the positive features available on these sites and novel ways in which they can enable personalised language learning, this study also focuses on some troublesome aspects that occur when learners engage with Web 2.0 tools. It discusses how initial motivation towards these tools can turn into frustration, mirroring the results of a previous autoethnographic study carried out on SNSs. It also illustrates how these global ubiquitous platforms pose a dilemma for language practitioners who work within institutional teaching settings. Teachers recognize the language learning potential of these tools, but are also worried by the ethical threat they can pose, which can normally be avoided, or at least moderated, within institutional proprietary and “less exciting” platforms.

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