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Journal of Second Language Writing最新文献

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Selected bibliography of recent scholarship in second language writing
IF 5 1区 文学
Journal of Second Language Writing Pub Date : 2024-12-01 DOI: 10.1016/j.jslw.2024.101159
Colleen Brice , Carolina Pelaez-Morales
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引用次数: 0
An exploration of CFL learners’ metaphor use in second language writing: Effects of genre and topic 对外汉语学习者在二语写作中隐喻使用的探讨：体裁和主题的影响
IF 5 1区 文学
Journal of Second Language Writing Pub Date : 2024-12-01 DOI: 10.1016/j.jslw.2024.101162
Jing Shu , Gui Wang , Caihua Xu
{"title":"An exploration of CFL learners’ metaphor use in second language writing: Effects of genre and topic","authors":"Jing Shu ,&nbsp;Gui Wang ,&nbsp;Caihua Xu","doi":"10.1016/j.jslw.2024.101162","DOIUrl":"10.1016/j.jslw.2024.101162","url":null,"abstract":"<div><div>This article investigates the effects of genre and topic on the metaphors used by Chinese as a foreign language (CFL) learners’ writing. Using Conceptual Metaphor Theory as the theoretical framework, our study analyzed 900 essays, which include three genres (argumentative essays, narrative essays, and letter writing) and six topics, extracted from the HSK Dynamic Essay Corpus. The results show that both genre and topic influence the use of metaphors by CFL learners, but their effects manifest in different ways. Genre influences the frequency of metaphor due to differences in pragmatic purposes. Specifically, we found that argumentative essays and narrative essays exhibit a notably higher frequency of metaphor use than letter writing. Argumentative essays have a higher frequency than narrative essays. Topic not only affects the frequency of metaphor use but also influences the selection and frequency of classic source domains. Additionally, differences in metaphor frequency across topics are more pronounced in genres with higher metaphor frequency (argumentative essays and narrative essays) and insignificant in a genre with the lowest metaphor frequency (letter writing). Our findings contribute to the further development of conceptual metaphor theory, as well as to the teaching of genre and metaphor in Chinese L2 writing.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101162"},"PeriodicalIF":5.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Conceptualising and cultivating Critical GAI Literacy in doctoral academic writing 在博士学术论文写作中构思和培养批判性 GAI 素养
IF 5 1区 文学
Journal of Second Language Writing Pub Date : 2024-11-20 DOI: 10.1016/j.jslw.2024.101156
Amy Wanyu Ou , Baraa Khuder , Sindija Franzetti , Raffaella Negretti
{"title":"Conceptualising and cultivating Critical GAI Literacy in doctoral academic writing","authors":"Amy Wanyu Ou ,&nbsp;Baraa Khuder ,&nbsp;Sindija Franzetti ,&nbsp;Raffaella Negretti","doi":"10.1016/j.jslw.2024.101156","DOIUrl":"10.1016/j.jslw.2024.101156","url":null,"abstract":"<div><div>Generative artificial intelligence (GAI) has revolutionised the landscape of academic writing, presenting both advantages and risks to learning for L2 writers. It is thus imperative that L2 writers, especially at advanced academic levels, develop the critical skills necessary for employing GAI tools ethically and effectively in their writing processes. Our study addressed this need by 1) conceptualising Critical GAI Literacy based on current research and our collected data, and 2) developing a self-regulated learning-based micro-curriculum for L2 doctoral students to cultivate knowledge and skills using GAI for academic writing. We collected interactive and reflective data in an introductory-level academic writing course at a Swedish university enrolled with 60 PhD students from diverse backgrounds and examined their evolving perspectives and strategies for engaging in GAI-mediated writing. Findings show a spectrum of initial attitudes among students and limited knowledge of GAI use. Final reflections illustrate de-enchantment with GAI, recalibrated and enhanced understanding of ethical issues, developed prompting methods, and increased awareness of text ownership through the self-directed learning process. Furthermore, students demonstrated a discerning approach in evaluating GAI-generated suggestions and sociolinguistic impacts, indicating a growing criticality in L2 writing practices.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101156"},"PeriodicalIF":5.0,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
To grade is not to grade?: Exploring ungrading in the teaching of L2 writing 要评分还是不要评分？探索中级写作教学中的不评分问题
IF 5 1区 文学
Journal of Second Language Writing Pub Date : 2024-11-17 DOI: 10.1016/j.jslw.2024.101155
Soo Hyon Kim , Tanita Saenkhum
{"title":"To grade is not to grade?: Exploring ungrading in the teaching of L2 writing","authors":"Soo Hyon Kim ,&nbsp;Tanita Saenkhum","doi":"10.1016/j.jslw.2024.101155","DOIUrl":"10.1016/j.jslw.2024.101155","url":null,"abstract":"","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101155"},"PeriodicalIF":5.0,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142652322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Ethical use of generative AI for writing practices: Addressing linguistically diverse students in U.S. Universities' AI statements 在写作实践中合乎道德地使用生成式人工智能：在美国大学的人工智能声明中解决语言多样化学生的问题
IF 5 1区 文学
Journal of Second Language Writing Pub Date : 2024-11-17 DOI: 10.1016/j.jslw.2024.101157
Anh Dang, Hui Wang
{"title":"Ethical use of generative AI for writing practices: Addressing linguistically diverse students in U.S. Universities' AI statements","authors":"Anh Dang,&nbsp;Hui Wang","doi":"10.1016/j.jslw.2024.101157","DOIUrl":"10.1016/j.jslw.2024.101157","url":null,"abstract":"<div><div>Given the rapid development in Generative Artificial Intelligence (GenAI) technologies, conversations regarding how these tools will shape the teaching and learning of writing can be difficult to unpack. Thus, higher-ed institutions across the U.S. are paying more attention to the discussion of GenAI in their own contexts and also establishing guidelines to support instructors and students in this GenAI era. To understand more about the direction of these universities, this research brief examines publicly available statements and resources from 100 U.S. universities on the teaching of writing and GenAI usage, and from there, guide institutions in developing effective strategies for the responsible implementation of these tools. This report also highlights the importance of including L2 students as a focus in the process of crafting these statements, especially when viewing GenAI through the lens of critical pedagogy, social justice and inequalities.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101157"},"PeriodicalIF":5.0,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142652323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
IF 5 1区 文学
Journal of Second Language Writing Pub Date : 2024-11-12 DOI: 10.1016/j.jslw.2024.101154
Ying Qu , Xiqin Liu
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引用次数: 0
Ungrading as an assessment philosophy: Reliability, validity, and practicality 取消等级作为一种评估理念：可靠性、有效性和实用性
IF 5 1区 文学
Journal of Second Language Writing Pub Date : 2024-11-06 DOI: 10.1016/j.jslw.2024.101152
Sara T. Cushing
{"title":"Ungrading as an assessment philosophy: Reliability, validity, and practicality","authors":"Sara T. Cushing","doi":"10.1016/j.jslw.2024.101152","DOIUrl":"10.1016/j.jslw.2024.101152","url":null,"abstract":"","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101152"},"PeriodicalIF":5.0,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Questions of time and communication: A writing program administrator's experiences with labor-based grading 时间和沟通问题：一位写作项目管理人员的劳动评分经验
IF 5 1区 文学
Journal of Second Language Writing Pub Date : 2024-11-05 DOI: 10.1016/j.jslw.2024.101153
Todd Ruecker
{"title":"Questions of time and communication: A writing program administrator's experiences with labor-based grading","authors":"Todd Ruecker","doi":"10.1016/j.jslw.2024.101153","DOIUrl":"10.1016/j.jslw.2024.101153","url":null,"abstract":"","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101153"},"PeriodicalIF":5.0,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Towards a reconciliatory approach to ungrading in writing classes: A response to Crusan 在写作课上取消评分的调和方法：对克鲁桑的回应
IF 5 1区 文学
Journal of Second Language Writing Pub Date : 2024-10-31 DOI: 10.1016/j.jslw.2024.101151
Atta Gebril
{"title":"Towards a reconciliatory approach to ungrading in writing classes: A response to Crusan","authors":"Atta Gebril","doi":"10.1016/j.jslw.2024.101151","DOIUrl":"10.1016/j.jslw.2024.101151","url":null,"abstract":"<div><div>This article provides a response to Deborah Crusan’s paper on ungrading and reflects on the existing potentials and challenges associated with using this concept. The article also offers a reconciliatory perspective that attempts to bring together the competing writing assessment paradigms and to take into consideration contextual limitations and opportunities.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101151"},"PeriodicalIF":5.0,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Writing performance and discourse organization in L2 Chinese: A longitudinal case study 汉语第二语言中的写作表现和话语组织：纵向案例研究
IF 5 1区 文学
Journal of Second Language Writing Pub Date : 2024-10-26 DOI: 10.1016/j.jslw.2024.101150
Yuan Lu , Xiaofei Pan
{"title":"Writing performance and discourse organization in L2 Chinese: A longitudinal case study","authors":"Yuan Lu ,&nbsp;Xiaofei Pan","doi":"10.1016/j.jslw.2024.101150","DOIUrl":"10.1016/j.jslw.2024.101150","url":null,"abstract":"<div><div>The present study explored the development of writing performance and discourse organization in Chinese as a second language (L2) writing, focusing on the effects of genre and learning context. Tracking an L2 Chinese learner’s written production in two genres (i.e., narrative and argumentative) across four learning contexts (i.e., pre-study abroad, study abroad, post-study abroad, and delayed post-study abroad) longitudinally over four years, this study revealed that holistic ratings and discourse organizational devices showed distinct patterns in different genres and across learning contexts. Narrative essays generally received lower ratings than argumentative essays. Ratings of narrative essays remained relatively stable across four learning contexts, whereas those of argumentative essays displayed an omega-shaped pattern over the four-year period. Among six discourse organizational devices, subordinate clauses, textual connectives, and grammatical metaphors were used more in argumentative essays, but coordinate clauses and topic-prominent constructions were used more in narrative essays. The six discourse organizational devices exhibited discrete developmental trends throughout the four years of learning. This study provides a deeper understanding of writing performance and discourse organization in L2 Chinese development.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"66 ","pages":"Article 101150"},"PeriodicalIF":5.0,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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