| 1. |
- Lindgren, Eva, 1964-, et al.
(författare)
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Interactional resources in the letters of young writers in Swedish and English
- 2013
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Ingår i: Journal of second language writing. - Oxford : Elsevier. - 1060-3743 .- 1873-1422. ; 22:4, s. 390-405
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Tidskriftsartikel (refereegranskat)abstract
- This study examines the use of interactional resources in letters to a penfriend of Swedish 11-year-olds in Swedish (L1) and English (FL) from a multi-competence perspective. The objectives of the study are to ascertain whether the language in which the letters were written and the gender of the writers influenced the extent to which interactional meanings were expressed, and also to examine the textual resources that the young novice writers employed to convey interactional meanings in FL. The texts are analysed in terms of both content and discourse-semantic expression, with the discourse-semantic analysis drawing on a Systemic Functional Linguistic framework known as Appraisal. The quantitative results show that, when the amount of text produced is taken into account, there are few significant differences in the frequency of expression of interactional meanings in L1 and FL, but slightly more for gender. The qualitative description identifies a number of language-specific and non-language specific resources used by the writers to enable them to express interactional meanings in FL. In the discussion, these findings are linked to the notion of multi-competence.
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| 2. |
- Negretti, Raffaella, 1971-, et al.
(författare)
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Fostering metacognitive genre awareness in L2 academic reading and writing : a case study of pre-service English teachers
- 2011
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Ingår i: Journal of second language writing. - : Elsevier BV. - 1060-3743 .- 1873-1422. ; 20:2, s. 95-110
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Tidskriftsartikel (refereegranskat)abstract
- Although the concept of metacognition has received considerable attention for its impact on learning across disciplinary areas, it has not been sufficiently discussed in the context of L2 academic reading and writing. In this paper, we bring together two theoretical frameworks, genre analysis and metacognition theory, and discuss the concept of metacognitive genre awareness. Drawing on the analysis of the data collected from a group of pre-service English teachers at a major Swedish university, we examine the process of building this awareness within ESP genre-based academic reading and writing instruction and show how it influences L2 students’ ability to interpret and compose academic texts. It was found that all study participants developed declarative (what) and procedural (how) metacognitive knowledge of genre-relevant aspects of academic texts, but only a few demonstrated conditional (when and why) knowledge of the genre in their reading analyses and writing assignments. It is concluded that using a metacognition framework to study L2 academic writing provides us with new insights and practical applications for L2 instruction.
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| 3. |
- Pecorari, Diane, 1964-, et al.
(författare)
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Types of student intertextuality and faculty attitudes
- 2012
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Ingår i: Journal of second language writing. - : Elsevier BV. - 1060-3743 .- 1873-1422. ; 21:2, s. 149-164
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Tidskriftsartikel (refereegranskat)abstract
- Intertextuality is a prominent feature of academic writing, and the ability to use sources effectively and appropriately is an essential skill which novice writers must acquire. It is also a complex skill, and student performance is not always successful. It is presumably beneficial for students to receive consistent messages about what source use is and is not appropriate, but some evidence suggests that university teachers and other gatekeepers may fall short of this consistency. This paper reports the findings of semi-structured text-based interviews aimed at understanding the basis of teacher attitudes and responses to intertextuality in academic writing. Teachers who were asked to evaluate the same examples from student texts differed in their judgments about whether the examples were appropriate, and provided different types of explanation for their judgments. These explanations enable us to develop a four-part typology of intertextuality which allows analytic discussion of differing judgments. The implications both of the teacher judgments and of the typology for second language writing instruction are discussed and an assessment of the relevance of our findings for the theme of this special issue is provided.
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