Journal of Second Language Writing最新文献_第4页

A cross-linguistic perspective on the relationship between syntactic complexity and Chinese L2 writing quality 句法复杂性与汉语第二语言写作质量关系的跨语言视角

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-09-09 DOI: 10.1016/j.jslw.2025.101241

Yuxin Hao , Sijia Guo , Shuai Bin , Haitao Liu

{"title":"A cross-linguistic perspective on the relationship between syntactic complexity and Chinese L2 writing quality","authors":"Yuxin Hao , Sijia Guo , Shuai Bin , Haitao Liu","doi":"10.1016/j.jslw.2025.101241","DOIUrl":"10.1016/j.jslw.2025.101241","url":null,"abstract":"<div><div>Existing studies have shown that when learners with different L1s learn the L2, their L2 syntactic complexity will show different differences due to the influence of different L1s. However, previous research mainly stays at the macro level of L1 as an influencing factor. In addition, no research has discussed the impact of L1 on the relationship between SC and L2 writing quality. Through a linear mixed-effects model, our study examined whether large-grained and fine-grained indicators predict the quality of learners' Chinese L2 writing differently depending on the learners' L1s. The study found that: (1) The whole model of large-grained indicators explained 51.96 % of the variance (fixed effects: 39.17 %; random effects: 12.65 %). The relationship between the mean length of sentence, mean length of clause, mean length of T-unit, clauses per sentence, T-units per sentence, and dependency distance indicators and scores was moderated by L1s. (2) The whole model of fine-grained indicators explained 59.6 % of the variance (fixed effects: 53.9 %; random effects: 5.4 %). The ratio of subject-verb, adverbial, and coordinate were moderated by the L1 and showed differences between groups. We found that even those indicators that are common across languages may show different effects when predicting scores due to different L1s (subject-verb, adverbial).</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"70 ","pages":"Article 101241"},"PeriodicalIF":4.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145027799","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

Developing students’ reflexive knowledge through EAP instruction 通过EAP教学培养学生的反身性知识

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-09-26 DOI: 10.1016/j.jslw.2025.101245

Yan (Olivia) Zhang , Ken Hyland

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Selected bibliography of recent scholarship in second language writing 最近第二语言写作奖学金的参考书目

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-11-24 DOI: 10.1016/j.jslw.2025.101266

Carolina Pelaez-Morales , Colleen Brice

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Towards a raciolinguistically informed GELT paradigm in teaching multilingual writing 在多语写作教学中建立种族语言学的GELT范式

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-10-30 DOI: 10.1016/j.jslw.2025.101258

Lisya Seloni

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Developing antiracist pedagogy & linguistic justice in cross-cultural composition through the “Toward Antiracist First-Year Composition Goals” statement 通过“迈向反种族主义第一年作文目标”声明，发展反种族主义教学法与跨文化作文中的语言正义

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-11-14 DOI: 10.1016/j.jslw.2025.101264

Madeline Crozier Sutton , Tanita Saenkhum

{"title":"Developing antiracist pedagogy & linguistic justice in cross-cultural composition through the “Toward Antiracist First-Year Composition Goals” statement","authors":"Madeline Crozier Sutton , Tanita Saenkhum","doi":"10.1016/j.jslw.2025.101264","DOIUrl":"10.1016/j.jslw.2025.101264","url":null,"abstract":"<div><div>While the publication of the “Toward Antiracist First-Year Composition Goals” Statement (Beavers et al., 2021) received much attention in the field of writing program administration, instructors need practical examples to demonstrate <em>how</em> to apply its conceptual framework to the composition classroom. This teaching report models how to use the Statement to design an antiracist cross-cultural first-year composition course. In order to promote antiracist pedagogy and linguistic justice, the course curriculum and assessment followed the Statement’s four dimensions: rhetorical knowledges, critical languaging, laboring as embodied processes, and conventions as languaging practices. Then, we conducted a small-scale classroom study to investigate multilingual students’ and instructors’ perspectives on the course curriculum. Participant perspectives show that cross-cultural composition courses can achieve antiracist aims and promote linguistic justice using the Statement as a guiding framework. The course design and student perspectives shed light on how the Statement can be used by program administrators and teachers to develop antiracist cross-cultural composition courses to address local context and constraints.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"70 ","pages":"Article 101264"},"PeriodicalIF":4.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525335","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

Academic socialization with generative AI: A longitudinal case study of an L2 graduate student’s academic literacies development 生成性人工智能的学术社会化：第二语言研究生学术素养发展的纵向个案研究

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-11-14 DOI: 10.1016/j.jslw.2025.101263

Xiao Tan

{"title":"Academic socialization with generative AI: A longitudinal case study of an L2 graduate student’s academic literacies development","authors":"Xiao Tan","doi":"10.1016/j.jslw.2025.101263","DOIUrl":"10.1016/j.jslw.2025.101263","url":null,"abstract":"<div><div>Historically, L2 students face numerous challenges in academic discourse socialization where the dominant language is not their first language. In addition to overcoming linguistic barriers, they have to navigate opaque academic conventions and power dynamics often on their own. The advancement of large language models offers new opportunities to support L2 students’ academic socialization by providing resources and potentially mitigating unequal power relations. The case study adopts a longitudinal approach to understand how an international, English as a Second Language graduate student named Caroline leverages ChatGPT to help her develop academic literacies and socialize into the academic community in her first year. Data were collected from seven monthly interviews over a year, survey responses, and records with ChatGPT. The findings suggest that Caroline used ChatGPT not only for reading and writing support but also to explore new genres, navigate disciplinary expectations, and generate research ideas, all of which contributed to her growing research interest, genre knowledge, disciplinary identity, and confidence in participating in academic activities. While providing valuable empirical support to the affordances of GenAI in assisting academic discourse socialization, the study also raises urgent questions regarding Caroline’s identity crisis and potential learning losses when GenAI use is heavily involved in academic tasks.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"70 ","pages":"Article 101263"},"PeriodicalIF":4.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525837","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

Embracing Global Englishes approach to teaching multilingual writing via EIL-aware Teacher Education 采用全球英语的方法，通过eil意识教师教育教授多语言写作

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-09-24 DOI: 10.1016/j.jslw.2025.101244

Roby Marlina

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EFL undergraduate students’ thinking and awareness in genre-based writing: Conceptualizing rhetorical moves and experimenting with linguistic knowledge 英语本科生体裁写作中的思维与意识：修辞动作的概念化与语言知识的实验

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-09-25 DOI: 10.1016/j.jslw.2025.101243

Naoko Mochizuki

{"title":"EFL undergraduate students’ thinking and awareness in genre-based writing: Conceptualizing rhetorical moves and experimenting with linguistic knowledge","authors":"Naoko Mochizuki","doi":"10.1016/j.jslw.2025.101243","DOIUrl":"10.1016/j.jslw.2025.101243","url":null,"abstract":"<div><div>In genre-based writing classes, students’ understanding and application of genre concepts vary based on their backgrounds and contexts. However, the thought processes underlying students’ genre-based writing remain understudied, particularly in undergraduate English for General Academic Purposes (EGAP) classes in English as a Foreign Language (EFL) settings. To address this gap, this ethnographic case study explores students’ thinking and awareness during genre-based academic essay writing in EGAP classes I taught at a university in Japan. Data were collected from students’ genre analysis of a sample text, drafts, annotated revised essays, written reflections, and recordings of writing conferences. The analysis reveals shifts in students’ reading stances during genre analysis, and their simplistic conceptualizations of perceived genre characteristics (e.g., rhetorical moves) and their experimentations with L2 linguistic knowledge based on rhetorical considerations (e.g., to express own thoughts in the text) during text construction. These findings highlight students’ evolving genre knowledge, genre and language needs, and potential for learning, as well as gaps in my genre-based teaching. Informed by critical reflection on my teaching practices, pedagogical implications emphasize the importance of promptly eliciting and addressing students’ emerging needs during text construction through explicit guidance and metacognitive scaffolding.</div></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"70 ","pages":"Article 101243"},"PeriodicalIF":4.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159116","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

JSLW Editorial for December 2025 2025年12月JSLW社论

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 DOI: 10.1016/j.jslw.2025.101267

YouJin Kim, Stephen Doolan

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Beyond models: SLW teachers’ pedagogical knowledge and instructional practices with mentor texts 超越模式：SLW教师的教学知识和导师文本教学实践

IF 4.5 1区文学

Journal of Second Language Writing Pub Date : 2025-12-01 Epub Date: 2025-11-08 DOI: 10.1016/j.jslw.2025.101261

Angela Hakim , Christine M. Tardy , Emily Palese

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