Journal of Second Language Writing最新文献_第7页

Noticing and metalinguistic awareness in the L2 writing process: A translation-based writing task for L1 Arabic speakers preparing to teach Hebrew as a second language 第二语言写作过程中的注意和元语言意识:针对准备将希伯来语作为第二语言进行教学的母语阿拉伯语人士的基于翻译的写作任务

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-11-17 DOI: 10.1016/j.jslw.2023.101065

Julia Schlam Salman , Irit Haskel-Shaham

{"title":"Noticing and metalinguistic awareness in the L2 writing process: A translation-based writing task for L1 Arabic speakers preparing to teach Hebrew as a second language","authors":"Julia Schlam Salman , Irit Haskel-Shaham","doi":"10.1016/j.jslw.2023.101065","DOIUrl":"https://doi.org/10.1016/j.jslw.2023.101065","url":null,"abstract":"<div><p>This study explores aspects of noticing and metalinguistic awareness in L2 writing via a translation-based writing task that involved L2 output followed by translation to the L1 and then reverse translation back to the L2. We designed an innovative writing task that included translation, informal contrastive analysis, and learners’ evolving interlanguage. We administered the task to 37, L1 Arabic speakers who were preparing to become teachers of Hebrew as a Second Language in Israel. We present what participants reported as salient during three stages of the task: (1) after producing written output in Hebrew (L2) and then translating the text into Arabic (L1); (2) after reverse translating the text from Arabic back to Hebrew (L1 to L2); and (3) after completing the writing task and orally debriefing as a group. Content and thematic analysis of participants’ collected reflections revealed four areas of linguistic saliency: (1) vocabulary and semantics; (2) syntax and structure; (3) content; and (4) pragmatics. Findings suggest translation-based writing tasks raise metacognitive awareness around these four components of L2 writing. Implications for L2 classroom writing pedagogy will be discussed.</p></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"62 ","pages":"Article 101065"},"PeriodicalIF":6.1,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134656444","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

The affordances and contradictions of AI-generated text for writers of english as a second or foreign language 人工智能生成文本对以英语为第二语言或外语的作家的辅助和矛盾

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-11-11 DOI: 10.1016/j.jslw.2023.101071

Mark Warschauer , Waverly Tseng , Soobin Yim , Thomas Webster , Sharin Jacob , Qian Du , Tamara Tate

引用次数: 0

Generative AI: Same same but different? 生成AI:相同但不同?

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-11-10 DOI: 10.1016/j.jslw.2023.101067

Diane Pecorari

引用次数: 0

AI technologies in the ESL/EFL writing classroom: The villain or the champion? 人工智能技术在ESL/EFL写作课堂中的应用:反派还是冠军?

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-11-10 DOI: 10.1016/j.jslw.2023.101072

Pimyupa W. Praphan, Kittiphong Praphan

引用次数: 0

Generative artificial intelligence and second language writing 生成式人工智能和第二语言写作

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-11-08 DOI: 10.1016/j.jslw.2023.101066

Tanita Saenkhum , Soo Hyon Kim

引用次数: 0

Another contradiction in AI-assisted second language writing 人工智能辅助第二语言写作的另一个矛盾

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-11-05 DOI: 10.1016/j.jslw.2023.101069

Ryuko Kubota

引用次数: 0

AI tools as affordances and contradictions for EFL writers: Emic perspectives and L1 use as a resource 人工智能工具对英语写作的支持和矛盾:主位视角和作为资源的母语使用

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-11-03 DOI: 10.1016/j.jslw.2023.101068

Miyuki Sasaki

引用次数: 0

Beyond ChatGPT: Multimodal generative AI for L2 writers 超越ChatGPT:面向第二语言作家的多模态生成AI

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-11-01 DOI: 10.1016/j.jslw.2023.101070

Joohoon Kang , Youngjoo Yi

引用次数: 0

Source-based writing of the high- and low-proficiency adolescent writer in the high-school L2 classroom 高中第二语言课堂中高、低水平青少年作家的源性写作

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-10-25 DOI: 10.1016/j.jslw.2023.101064

Gillian Baxter, Heike Neumann

{"title":"Source-based writing of the high- and low-proficiency adolescent writer in the high-school L2 classroom","authors":"Gillian Baxter, Heike Neumann","doi":"10.1016/j.jslw.2023.101064","DOIUrl":"https://doi.org/10.1016/j.jslw.2023.101064","url":null,"abstract":"<div><p>Writing from sources is a fundamental academic skill that poses a challenge for students at all educational levels. However, few studies have investigated source use in the high-school context. The current study examines the source-based writing of 43 adolescent writers in a high-school second-language (L2) classroom. Students were classified into high- (<em>N</em> = 25) and low-proficiency (<em>N</em><span> = 18) levels based on scores obtained on an integrated writing task. They then completed an additional integrated writing task. Essays were analysed for four variables: amount of source use, accuracy of source ideas, thoroughness of attribution to source authors, and language used to integrate source information. Correlation coefficients suggested a significant relationship between writing scores and certain source-use patterns. Independent samples </span><em>t-</em>tests revealed significant differences between the two proficiency groups for accuracy of source use, thoroughness of attribution to source authors, verbatim copying with no citation, and indirect source use with implicit citation. The findings suggest that although high-school L2 writers are ready to meet certain demands of source-based writing, they require support in source-use subskills. This has implications for the eventual creation of pedagogical interventions designed to guide novice writers at this educational level through the developmental process of achieving effective source-based writing.</p></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"62 ","pages":"Article 101064"},"PeriodicalIF":6.1,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92047062","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

Exploring the effects of target-language extramural activities on students’ written production 探讨目的语课外活动对学生写作的影响

IF 6.1 1区文学

Journal of Second Language Writing Pub Date : 2023-10-17 DOI: 10.1016/j.jslw.2023.101062

Henrik Kaatari , Tove Larsson , Ying Wang , Seda Acikara-Eickhoff , Pia Sundqvist

{"title":"Exploring the effects of target-language extramural activities on students’ written production","authors":"Henrik Kaatari , Tove Larsson , Ying Wang , Seda Acikara-Eickhoff , Pia Sundqvist","doi":"10.1016/j.jslw.2023.101062","DOIUrl":"https://doi.org/10.1016/j.jslw.2023.101062","url":null,"abstract":"<div><p>Frequent engagement in English extramural activities (i.e., activities that take place outside the classroom) has been found to have a positive impact on EFL learners’ vocabulary knowledge and reading comprehension. In the present study, we aim to extend our knowledge of the possible impact of extramural activities into the realm of second-language writing. Specifically, we investigate the relationship among a number of English extramural activities and two aspects of writing development: lexical diversity and noun phrase complexity. The data are drawn from the Swedish Learner English Corpus (SLEC) which includes texts produced by Swedish secondary school students. The corpus also includes information on how many hours per week students (i) engage in conversations in English, (ii) communicate in English while playing computer/video games, (iii) read in English, (iv) spend time on social media with English content, (v) and watch TV shows or movies in English. The results show that reading in English leads to higher frequency of adjectival modification, whereas conversing in English and watching TV programs positively impact lexical diversity. The results of the study have implications for discussions about the role of L2 classroom instruction vis-à-vis learners’ extramural activities.</p></div>","PeriodicalId":47934,"journal":{"name":"Journal of Second Language Writing","volume":"62 ","pages":"Article 101062"},"PeriodicalIF":6.1,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49885830","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