Volume 53, 2021

    Journal of Second Language Writing（SSCI一区，2020 IF: 3.538）2021年第53卷共发文8篇。研究论文涉及二语写作中自我效能感与成就的关系、认知资源与语言资源、青少年二语写作的句法词汇特征、写作成绩的预测因素、以及协作写作、学术写作与博士生学徒制的要素等内容。

目录

ARTICLES

■Relationship between second language English writing self-efficacy and achievement: A meta-regression analysis，by Sun Ting; Wang Chuang; Lambert Richard G.; Liu Lan

■Syntactic and lexical features of adolescent L2 students’ academic writing, by Maamuujav Undarmaa; Olson Carol Booth; Chung Huy

■Exploring the relationships among cognitive and linguistic resources, writing processes, and written products in second language writing, by Kim Minkyung; Tian Yu; Crossley Scott A.

■Future selves, enjoyment and anxiety as predictors of L2 writing achievement, by Tahmouresi Somayeh; Papi Mostafa

■Collaborative writing in a Chinese as a foreign language classroom: Learners’ perceptions and motivations, by Zhai Mengying

■ The longitudinal development of second language writers’ metacognitive genre awareness, by Kessler Matt

■ The potential power of play in second language academic writing, by Tardy Christine M.

■Elements of doctoral apprenticeship: Community feedback and the acquisition of writing expertise, by Zhang Yan (Olivia); Hyland Ken

摘要

Relationship between second language English writing self-efficacy and achievement: A meta-regression analysis

Sun Ting; Wang Chuang; Lambert Richard G.; Liu Lan

Abstract  The study aimed (a) to estimate the overall average effect size of the relationship between writing self-efficacy and writing achievement for first language (L1) and second language (L2) writers in English; and (b) to examine how writing in English as a L1/L2 moderates the relationships based on a meta-analysis of published journal articles and dissertations/theses. Data included 565 effect sizes from 76 studies through a rigorous process of literature searches, screening, and data coding. A two-level meta-regression model was constructed to estimate the average effect size and to examine the moderating effects of the covariates. Results revealed a medium effect size (r=.29) with both L1 and L2 writers, which indicated approximately 9% of the variability in English writing achievement was associated with variability in students’self-efficacy. Furthermore, writing in English as a L1/L2 was found to moderate the relationship between writing self-efficacy and writing achievement, with the effect size estimated with L2 learners (r=.441) being statistically significantly larger than that yielded with L1 learners (r =.233), after controlling for the covariates of sample size, gender, grade, statistical procedures, and publication type. Results also revealed that statistical procedure moderated effect size estimates. This meta-analysis has practical implications for heightening the awareness of English teachers in developing L2 students’ self-efficacy in the writing classroom setting. It also cautions researchers against the misinterpretation and misuse of effect sizes calculated by different statistical procedures.

Syntactic and lexical features of adolescent L2 students’ academic writing

Maamuujav Undarmaa; Olson Carol Booth; Chung Huy

Abstract With a premium placed on academic writing in the U.S. secondary education context, adolescent L2 students are expected to develop advanced skills to analyze, interpret, and produce complex texts in a variety of content areas, which require proficiency in academic language. To enhance the academic literacy of developing L2 writers and to meet their linguistic needs, it is crucial to identify the unique language features of their academic writing. This study seeks to examine syntactic and lexical features of the text-based analytical essays written by Spanish-speaking L2 students (7th–12th grades) from a public school in a western state of the United States. Employing manual sentence coding and quantitative measures of selected linguistic variables from Coh- Metrix, we analyzed student texts (N=86) to identify common linguistic patterns and to examine how these linguistic features predict writing quality. Our findings reveal that sentence boundary issues, lack of syntactic variety, the underuse of sophisticated subordination to show connections between ideas, and low use of advanced vocabulary are common in adolescent L2 students’ writing. The results of regression analyses show that syntactic complexity and lexical sophistication predict human-judged writing quality. Implications for pedagogy to address the linguistic needs of adolescent L2 students are discussed.

Exploring the relationships among cognitive and linguistic resources, writing processes, and written products in second language writing

Kim Minkyung; Tian Yu; Crossley Scott A

Abstract Writing is a function of cognitive and linguistic resources and the writing processes. However, links between cognitive and linguistic resources and the writing process in second language (L2) writing are not well understood nor are their interactions with written products. This study examines the relationships among cognitive and linguistic resources (e.g., attention, working memory, L2 vocabulary knowledge, general knowledge, and L2 reading skills), writing processes (e.g., mean P-burst lengths [mean characters produced between pauses] and mean pause times), and written products (e.g., words per minute, text length, and text quality) in L2 writing. Participants were 100 L2 English learners in a US university. Path analyses showed that greater L2-literacy-related resources (vocabulary, reading, and general knowledge) were positively related to longer essays and high-rated essays. Findings also showed that greater attentional capacity and L2-literacy-related resources predicted shorter mean pause times, which in turn predicted longer essays and higher scoring essays. Furthermore, working memory had positive effects on L2-literacy-related resources, which in turn predicted longer and higher-rated essays. Lastly, P-burst length was related only to the number of words per minute. Overall, this study revealed more nuanced relationships among cognitive and linguistic resources, writing processes, and writing products in undergraduate L2 writing.

Future selves, enjoyment and anxiety as predictors of L2 writing achievement

Tahmouresi Somayeh; Papi Mostafa

Abstract To further understand the role of individual differences in second language (L2) writing, this study investigated how motivation and emotions influence L2 writing achievement. More specifically, it examined how students’ L2 writing future selves (i.e., ideal L2 writing self representing their aspirations, and ought L2 writing self representing their obligations) lead to qualitatively different emotions (anxiety and enjoyment), and how the future selves both directly and indirectly through anxiety and enjoyment affect L2 writing achievement. Questionnaire scales were developed using qualitative data to measure L2 writing selves. The new scales along with existing scales for examining L2 writing anxiety, joy, and motivation, were administered to 85 university students learning English as a Foreign Language (EFL) at a private university in Iran. Multiple regression results showed that the ideal L2 writing self positively predicted L2 writing joy, motivation, and achievement, whereas ought L2 writing self positively predicted L2 writing anxiety and motivation; L2 writing joy and anxiety both predicted L2 writing motivation positively; L2 writing anxiety predicted L2 writing achievement negatively but L2 joy did not. Overall, the findings highlight the qualitative differences in students’ motivation and emotions in L2 writing achievement.

Collaborative writing in a Chinese as a foreign language classroom: Learners’ perceptions and motivations

Zhai Mengying

Abstract Although collaborative writing (CW) has become a common pedagogical practice in L2 classrooms, very few studies on CW have been conducted in the context of Chinese as a foreign language (CFL). This study examined students’ perceptional and motivational changes during a 10-week CW project implemented in an intermediate CFL classroom. Data were triangulated from different sources including pre- and post-surveys on students’ beliefs about CW, students’ self-assessment of collaborative performance, and their reflective journals. The study found that students’ perceptions of peer collaboration and personal collaborative behaviors remained stable through the progress of the CW project. However, their feelings towards the CW project revealed fluctuations insofar as they initially felt very positive and motivated to participate but became demotivated as the project progressed due to various factors such as time constraints, group incongruity, and linguistic challenges. They became re-motivated through a growing awareness of satisfying collaborative outcomes and gained a strong sense of achievement. They indicated that they were more confident and prepared to participate in future CW activities. Based on the findings of this study, pedagogical implications are addressed and suggestions are offered for implementing CW in CFL writing classrooms.

The longitudinal development of second language writers’ metacognitive genre awareness

Kessler Matt

Abstract Recently, scholars have begun to adopt metacognition theory as a lens for understanding how learners’ genre awareness develops over time. However, many of such studies have tended to focus on contexts involving applied linguistics training programs or English for Academic Purposes rather than professional contexts where writers are learning non-academic genres. Adopting a longitudinal case study design, the researcher investigated this issue by following six L2 English students as they learned to write a professional legal genre called the office memorandum as a part of their legal education program. Using metacognition theory as a lens, the researcher examined the focal students’ emerging metacognitive genre awareness, the domains in which they developed that awareness, and finally, how that awareness differed among individual students. Findings show that despite receiving the same classroom input, the students’ acquisition of genre knowledge was non-linear, with some learners’ developmental trajectories differing substantially both in terms of their reported awareness of the genre (i.e., metacognitive knowledge) and how they reported using that awareness when writing (i.e., metacognitive regulation). These findings are discussed in relation to future research and classroom pedagogy.

The potential power of play in second language academic writing

Tardy Christine M.

Abstract Research in applied linguistics has shown the potential for language play to have a facilitative role in second language development, with numerous studies exploring how and why language learners play with language in and out of the classroom, as well as the effects of such play. Despite a growing acknowledgement of the value of play in language learning, it play has received little attention in second language writing. This paper explores the potential value of play in the context of academic second language writing, with a specific interest in its implications for instruction. I begin by defining play and its role in human behavior more generally and reviewing the more specific role of language play in second language development. I next turn to examining the potential value of play (including language play and genre play) in academic writing, drawing on relevant research. Finally, I consider how we might help create second language writing classrooms that foster opportunities for play, and I conclude with potential directions for future research.

Elements of doctoral apprenticeship: Community feedback and the acquisition of writing expertise

Zhang Yan (Olivia); Hyland Ken

Abstract Academic writing expertise, we argue, is acquired through long practice and by the mentoring of significant others in a socialisation process which resembles an ‘apprenticeship’. The way that feedback provided to novice writers by community-sanctioned experts can scaffold research writers’ development of texts and their scholarly identities as writers, which, however, has been relatively little studied. In this paper, we examine the interactions around two L2 writers’ engagements with PhD thesis and research article writing at an English medium university. Focusing on the literature review of these genres, we use thematic and intertextual analyses to explore interconnections between apprenticeship patterns, feedback messages, and expertise acquisition. The analyses present feedback as an apprenticeship: a multi-dimensional scaffolding and an interconnected mentorship oriented towards the process of learning and the nurturing of a writerly self.

期刊简介

The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions that represent a significant contribution to current understandings of central issues in second and foreign language writing and writing instruction. Some areas of interest are personal characteristics and attitudes of L2 writers, features of L2 writers' texts, L2 writers' composing processes, readers' responses to L2 writing, assessment/evaluation of L2 writing, contexts (cultural, social, political, institutional) for L2 writing, and any other topic clearly relevant to L2 writing theory, research, and instruction. Manuscripts should take care to emphasize the pedagogical implications of the work.

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