L2 Journal最新文献_第10页

Professional Identity (Re)Construction of L2 Writing Scholars 二语写作学者的职业认同(再)建构

L2 Journal Pub Date : 2019-09-25 DOI: 10.5070/l211242088

S. Kim, Tanita Saenkhum

{"title":"Professional Identity (Re)Construction of L2 Writing Scholars","authors":"S. Kim, Tanita Saenkhum","doi":"10.5070/l211242088","DOIUrl":"https://doi.org/10.5070/l211242088","url":null,"abstract":"Author(s): Kim, Soo Hyon; Saenkhum, Tanita | Abstract: Little research has been conducted on the professional identities of L2 writing scholars despite the increasing number of researchers, teachers, and graduate students identifying themselves as L2 writing specialists. While the (re)construction of L2 writing scholars’ professional identities have real consequences for their career, the challenges and opportunities resulting from their work, situated in several related disciplines, have neither been explicitly nor adequately discussed. Through an analytic autoethnography (Anderson, 2006), this study examines the cases of two L2 writing faculty as they (re)construct their professional identities within their institutions and broader academic communities. Using identity in practice as its theoretical framework, the study provides a rich, in-depth account of how the focal L2 writing scholars continue to negotiate and reconcile their professional identities among adjacent fields such as applied linguistics, TESOL, composition, and education. Results reveal that L2 writing scholars (re)construct their professional identities by negotiating their identity positions within their institutional and disciplinary contexts, by defining the boundaries of their professional identities through community membership, and by participating in multiple academic communities. Drawing on these results, the study considers how L2 writing scholars’ professional identity (re)construction reflects the development of L2 writing as a field/profession.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123813874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Training Foreign Language Learners to be Peer Responders: A Multiliteracies Approach 训练外语学习者成为同伴反应者:多元读写方法

L2 Journal Pub Date : 2019-03-26 DOI: 10.5070/L211140673

Kristen M. Turpin

引用次数: 2

Competing Identities, Shifting Investments, and L2 Speaking During Study Abroad 身份竞争、投资转移与海外留学期间的第二语言口语

L2 Journal Pub Date : 2019-03-26 DOI: 10.5070/L20038633

Tracy Quan

{"title":"Competing Identities, Shifting Investments, and L2 Speaking During Study Abroad","authors":"Tracy Quan","doi":"10.5070/L20038633","DOIUrl":"https://doi.org/10.5070/L20038633","url":null,"abstract":"Why learners return from study abroad (SA) with varying degrees of second language (L2) gains or differing attitudes towards the target language and culture remains an open question. This study employs theories of identity (Kinginger, 2013) and investment (Darvin & Norton, 2015; Norton Peirce, 1995) to examine the case of three learners of Spanish as they studied abroad in Spain. Interviews, journals, and language-use surveys were analyzed to understand how and why these learners’ investment in Spanish and in language learning opportunities shifted throughout their program. Pre- and post-SA speaking abilities tests in Spanish were used to measure how participants’ investments related to their L2 speaking development. The three case studies suggest that participants negotiate competing and fluctuating desires, identities, and investments that often lead to contradictory behaviors regarding their language learning and use while abroad. These opposing investments and identities stem from participants’ expectations of an idealized SA experience and their belief in the capital (Bourdieu, 1986) that Spanish may offer them back home and abroad. This study further finds that participants’ ongoing investment in learning and using Spanish relates to their L2 speaking gains post-SA.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126309647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

How Language Teacher Identities Conflict in Light of Bourdieu’s Concepts of Habitus, Capital, and Field 从布迪厄的习惯、资本、场域观看语言教师的身份冲突

L2 Journal Pub Date : 2018-09-10 DOI: 10.5070/l210335712

Rajwan Alshareefy

引用次数: 0

Developing Pragmatic Competence in an Instructed Setting: The Effectiveness of Pedagogical Intervention in Greek EFL Learners’ Request Production 教学环境下语用能力的培养:教学干预对希腊英语学习者请求生成的影响

L2 Journal Pub Date : 2018-09-10 DOI: 10.5070/L210333950

M. Economidou-Kogetsidis, Louiza Soteriadou, Loukia Taxitari

{"title":"Developing Pragmatic Competence in an Instructed Setting: The Effectiveness of Pedagogical Intervention in Greek EFL Learners’ Request Production","authors":"M. Economidou-Kogetsidis, Louiza Soteriadou, Loukia Taxitari","doi":"10.5070/L210333950","DOIUrl":"https://doi.org/10.5070/L210333950","url":null,"abstract":"Author(s): Economidou-Kogetsidis, Maria; Soteriadou, Louiza; Taxitari, Loukia | Abstract: Using a short pedagogical intervention, a pretest-posttest design and baseline data (L1 English), the present study examined the effects of explicit instruction on the use of internal and external modification in requests among Greek Cypriot EFL learners. The findings revealed a complex picture with mixed results. Even though external modification showed some positive effects after the intervention, the study revealed no gains in relation to the overall use of internal modification as the learners’ overall use of lexical/phrasal mitigators deviated even more from NS usage after the pedagogical treatment. We argue that, in relation to the learners’ pragmalinguistic performance, the results seem to confirm the fact that surrounding factors such as the duration, quantity and quality of the pedagogical intervention play a complex role in accounting for such mixed findings. Results further showed that the way learners perceived social reality was not affected by the instructional treatment. Our findings suggest that learners’ sociopragmatic development may not be as easily amenable to teaching as pragmalinguistic development. The development of L2 sociopragmatic awareness seems to need both longer explicit pedagogical instruction and rich exposure to the target language environment.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130195922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

General Editor's Introduction 总编辑简介

L2 Journal Pub Date : 2018-09-10 DOI: 10.5070/L210340884

Claire J. Kramsch

引用次数: 22

Teaching a Film Clip in a Multiliteracies Framework 在多元读写框架下教授电影片段

L2 Journal Pub Date : 2018-09-10 DOI: 10.5070/L210335853

Mark Kaiser

引用次数: 1

Publishing Language Textbooks: Reflections from a Language Road Warrior 出版语言教科书:一个语言之路战士的思考

L2 Journal Pub Date : 2018-09-10 DOI: 10.5070/l210340886

R. Blake, Annamaria Bellezza, Nikolaus Euba, Mark Kaiser

引用次数: 0

Examining the Effectiveness of Corpus-Informed Instruction of Reporting Verbs in L2 First-Year College Writing 基于语料库的第二语言大学一年级写作报告动词教学效果检验

L2 Journal Pub Date : 2018-09-10 DOI: 10.5070/l210337022

J. Shin, A. Velázquez, Aleksandra M. Swatek, S. Staples, R. Partridge

{"title":"Examining the Effectiveness of Corpus-Informed Instruction of Reporting Verbs in L2 First-Year College Writing","authors":"J. Shin, A. Velázquez, Aleksandra M. Swatek, S. Staples, R. Partridge","doi":"10.5070/l210337022","DOIUrl":"https://doi.org/10.5070/l210337022","url":null,"abstract":"Author(s): Shin, Ji-young; Velazquez, Ashley J.; Swatek, Aleksandra; Staples, Shelley; Partridge, R. Scott | Abstract: Previous research has shown that developing second language (L2) academic writers use a limited set of reporting verbs in comparison to more advanced writers (Biber a Reppen, 1998; Hinkel, 2003; Kwon, Staples, a Partridge, 2018; Neff et al., 2003; Staples a Reppen, 2016). These writers also tend to rely on verbs that are typical for conversation (Biber et al., 1999). The present study examines the effects of corpus-informed instruction on developing L2 writers’ learning of reporting verbs in a first-year writing course by comparing drafts of literature reviews before and after a workshop. The forty-five-minute workshop was designed to improve L2 writers’ lexical and functional uses of reporting verbs using corpus-informed materials. The researchers compared the literature review drafts written by 40 students who participated in the workshop to 38 randomly chosen drafts from our corpus. The results show an increase in the experimental groups’ reporting verb lexical variety and a decrease in the use of verb types used in speech in favor of types used in academic writing. The results suggest that corpus-informed instruction may support L2 writers in the development of lexical and functional reporting verb use.","PeriodicalId":328034,"journal":{"name":"L2 Journal","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122779175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1