Exploring the Effect of Corpus‐Based Writing Instruction on Learner‐Corpus Interaction in L2 Revision: A Study of Chinese EFL Disciplinary Writers

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2024-02-01 DOI:10.1002/tesq.3308

Xixin Qiu

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引用次数: 0

Abstract

The use of academic corpora in second language (L2) writing pedagogy has gained popularity in recent decades, particularly in genre‐specific contexts for graduate‐level L2 students (Charles, 2007; Lee & Swales, 2006). However, its overall effectiveness is mainly observed within classroom contexts, influenced by various contextual and participant‐related factors (Vyatkina & Boulton, 2017). Moreover, these investigations have predominantly relied on retrospective data useful for understanding learners' perception of corpus‐analysis experiences, but not for how learners strategically integrate corpora into personal toolkits for self‐directed writing tasks. Addressing these gaps, this study tracks five Chinese EFL graduate students' corpus use through a 5‐week concept‐ and corpus‐based tutoring intervention and investigates how they navigated a discipline‐specific corpus alongside other digital resources during post‐intervention self‐directed revisions. By triangulating screen recordings with retrospective data (questionnaires, interviews, draft revisions, and stimulated recalls), the results showed that while participants were generally favorable toward the specialized corpus and its complementary role to personal toolkits, individual problem‐solving patterns in revision revealed less overall reliance on the corpus and its effectiveness primarily in addressing known linguistic problems. Implications for a relational understanding of digital tools support and the integration of other pedagogical activities in L2 writing instruction are discussed.

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探索基于语料库的写作教学对学习者-语料库互动在第二语言修改中的影响：对中国 EFL 学科写作者的研究

近几十年来，学术语料库在第二语言（L2）写作教学法中的使用越来越受欢迎，尤其是在针对研究生水平的 L2 学生的特定体裁语境中（Charles, 2007; Lee & Swales, 2006）。然而，其整体效果主要是在课堂情境中观察到的，受到各种情境和参与者相关因素的影响（Vyatkina & Boulton, 2017）。此外，这些调查主要依赖于回顾性数据，这些数据有助于了解学习者对语料库分析体验的感知，但并不了解学习者如何将语料库战略性地整合到自主写作任务的个人工具包中。为了弥补这些不足，本研究通过为期五周的基于概念和语料库的辅导干预，跟踪五名中国 EFL 研究生的语料库使用情况，并调查他们在干预后的自主修改过程中，如何将特定学科的语料库与其他数字资源结合起来。通过将屏幕记录与回顾数据（问卷调查、访谈、修订草稿和刺激性回忆）进行三角分析，结果表明，虽然参与者普遍对专业语料库及其对个人工具包的补充作用持赞成态度，但个人在修订过程中的问题解决模式显示出对语料库的总体依赖程度较低，而且语料库主要在解决已知语言问题方面发挥了有效作用。本文讨论了对数字工具支持的关系理解以及在第二语言写作教学中整合其他教学活动的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.