刊讯｜SSCI 期刊《二语写作杂志》2023年第59-60卷

JOURNAL OF SECOND LANGUAGE WRITING

Volume 59-60, 2023

JOURNAL OF SECOND LANGUAGE WRITING（SSCI一区，2022 IF: 6.1，排名：4/194）2023年第59-60卷共刊文43篇。其中，2023年第59卷共发文13篇，其中研究性论文8篇，书评5篇。研究论文主题涉及多模态写作，二语写作评估，计量分析，写作反馈等。2023年第60卷共发文30篇，其中研究性论文17篇，书评11篇，通讯2篇。研究论文主题涉及多语制，批判性语言教学，二语习得，基于体裁的写作指导、体裁相关剧集、体裁分析任务、协作写作等。欢迎转发扩散！

往期推荐：

目录

VOLUME 59

EDITORIAL

■ Editorial, by Rosemary Wette, Todd Ruecker, Article 100978.

ARTICLE

■ The reliability of single task assessment in longitudinal L2 writing research, by May Y. Wu, Rasmus Steinkrauss, Wander Lowie, Article 100950.

■ Stories behind the scenes: L2 students’ cognitive processes of multimodal composing and traditional writing, by Xiao Tan, Article 100958.

■ Lexical characteristics of young L2 English learners’ narrative writing at the start of formal instruction, by Vanessa De Wilde, Article 100960.

■ Revisiting the conceptualizations of feedback in second language writing: a metaphor analysis approach, by Shulin Yu, Kaihao Yuan, Peisha Wu, Article 100961.

■ A large-scale longitudinal study of syntactic complexity development in EFL writing: A mixed-effects model approach, by Lei Lei, Ju Wen, Xiaohu Yang, Article 100962.

■ A bibliometric analysis on L2 writing in the first 20 years of the 21st century: Research impacts and research trends, by Yachao Sun, Ge Lan, Article 100963.

■ From the other side of the desk: Supervisors’ perceptions of supervisory feedback, by Madhu Neupane Bastola, Guangwei Hu, Article 100965.

■ Co-regulation strategies and their associations with writing self-efficacy in a computer-mediated collaborative writing setting, by You Su, Jyh-Chong Liang, Chunping Zheng, Chin-Chung Tsai, Article 100972.

BOOK REVIEW

■ Multimodal Composing in K-16 ESL and EFL Education: Multilingual Perspectives, 228, Dong‐shin Shin, Tony Cimasko, Youngjoo Yi (Eds.). Springer, Singapore (2021), €129.99. $143.38, Paperback:, by Hong Cheng, Lianjiang Jiang, Article 100959.

■ Technology in Second Language Writing, Jingjing Qin, Paul Stapleton (Eds.), in: Advances in Composing, Translation, Writing Pedagogy and Data-Driven Learning. Routledge (2022), 186, Paperback: US $160.00., by Kai Zhao, Article 100964.

■ Corpus linguistics for writing development: A guide for research, Philip Durrant. Routledge, Oxon and New York (2023), 194, Hardback: $128.00; Paperback: $35.96; E-book: $35.96, by Shuyi Amelia Sun, Article 100970.

■ Self-regulated Learning and Second Language Writing, Lin Sophie Teng. Springer Nature, Cham, Cham, Switzerland (2022), 221, E-Book £71.50, $89.00, by Nathan Thomas, Neil E.J.A. Bowen, Article 100971.

■ Teaching and Studying Transnational Composition, Christiane Donahue and Bruce Horner (Eds). Modern Language Association (2022). ($48.00. Ebook: $45.60)., by Shawna Shapiro, Article 100973.

ANNOTATED BIBLIOGRAPHIES 

■ Selected bibliography of recent scholarship in second language writing, by Carol Severino, Lia Plakans, Kwangmin Lee Susanah, Article 100976.

VOLUME 60

ARTICLE

■ Understanding L2 writers’ lived experiences of informal writing: A phenomenological approach, by Shulin Yu, Chunhong Liu, Lingxiang Zhang, Article 100979.

■ Grammatical complexity: Insights from English for academic purposes teachers, by Meixiu Zhang, Ge Lan, Kai Yang, Article 100974.

■ Grasping the effects of storyline complexity, task structure and proficiency in narrative writing performance, by Laura Sánchez, Malin Sunesson, Article 100986.

■ L2 collocation profiles and their relationship with vocabulary proficiency: A learner corpus approach, by Masaki Eguchi, Kristopher Kyle, Article 100975.

■ Peer leadership in collaborative argumentative writing: A qualitative case study of blended design, by Qian Wu, Tan Jin, Jing Chen, Jun Lei, Article 100995.

■ Voices from L2 learners across different languages: Development and validation of a student writing assessment literacy scale, by Jian Xu, Yao Zheng, Heather Braund, Article 100993.

■ Developing and evaluating an empirically-based diagnostic checklist for assessing second language integrated writing, by Faeze Safari, Alireza Ahmadi, Article 101007.

BOOK REVIEW

■ International Students’ Multilingual Literacy Practices: An Asset-Based Approach to Understanding Academic Discourse, Socialization, Peter I. De Costa, Wendy Li, and Jongbong Lee, Eds. Multilingual Matters (2022). 183 pp. Paperback: US $39.95, €34.95. Ebook: US $35.00, €25.00., by Jennifer Shade Wilson, Article 100966.

■ Plurilingual Pedagogies for Multilingual Writing Classrooms: Engaging the Rich Communicative Repertoires of U.S. Students, Kay M. Losey, Gail Shuck (Eds.). Routledge (2022), 240, Hardcover $128.00. Paperback $39.16. E-Book $39.16, by M. Sidury Christiansen, Sheri Phillabaum, Article 100997.

■ Shaping writing grades: Collocation and writing context effects, Lee McCallum, Philip Durrant. Cambridge University Press (2022), 88, Paperback: US$22.87. E-book: US$20.90, by Hong Yu, Ju Wen, Article 100998.

■ Essential Actions for Academic Writing: A Genre‐Based Approach, Nigel A. Caplan, Ann M. Johns, University of Michigan Press (2022), pp. 337, Paperback: US $29.95. Kindle: US $24.95., by Ann DeCiccio, Donna McNiff Brown, Christina Ortmeier-Hooper, Article 100994.

■ Behind the Curtain of Scholarly Publishing: Editors in Writing Studies, Greg Giberson, Megan Schoen, Christian Weisser (Eds.). Utah State University Press (2022), 264, by Pejman Habibie, Article 100999.

■ The Inner World of Gatekeeping in Scholarly Publication, Pejman Habibie, Anna Kristina Hultgren (Eds.). Palgrave Macmillan (2022). XVII, 267 pages. https://doi.org/10.1007/978-3-031-06519-4. Hardcover: $ 159.99; Softcover: $ 39.99; e-Book: $ 109.99., by Andy Jiahao Liu, Article 101005.

■ Genre Explained: Frequently Asked Questions and Answers about Genre‐Based Instruction, C.M. Tardy, A.M. Johns, N.A. Caplan.. University of Michigan Press (2023), (136 pp. Paperback $24.95 eBook $19.95, by Angela Hakim, Article 101006.

■ Grant writing for medical and healthcare professionals, Subhash Chandra Parija, Vikram Kate. Springer Nature, Singapore (2023), by Chili Li, Long Qian, Article 101009.

■ Automated Written Corrective Feedback in Research Paper Revision: The Good, The Bad, and The Missing, Q. Guo, R. Feng, Y. Hua. Routledge (2023), 144, Hardback: $128.00; eBook: $42.36, by Yun Lin, Yishi Jiang, Article 101010.

■ Using Digital Portfolios to Develop Students’ Writing: A Practical Guide for Language Teachers, Ricky Lam, Benjamin Luke Moorhouse. Routledge (2022), 166, Hardcover $59.95. E-Book $24.95, by Emily Di Zhang, Shulin Yu, Article 101012.

■ Writing as Meaning‐Making: A Systemic Functional Linguistic Approach to EFL Writing, Winfred Wenhui Xuan. Springer (2022), 338, pp. Hardback, by Yanli Jia, Xinhua Yuan, Article 101011.

SHORT REPORT

■ Connecting source use and argumentation in L2 integrated argumentative writing performance, by Ping-Lin Chuang, Xun Yan, Article 101003.

Article(s) from special issue “Critical Language Awareness: A Lens for Looking Backward, Outward, and Forward in L2 Writing; Edited by Rebecca Lorimer Leonard and Shawna Shapiro

■ Critical language awareness through advocacy: Disrupting deficit discourse through simulation in L2 writing teacher education, by Will Fox, Chris Chang-Bacon, Article 100992.

■ Uniting CLA with WAW via SLA: Learning about written language as a model for college writing courses, by Kristen di Gennaro, Kung-Wan Philip Choong, Meaghan Brewer, Article 100967.

■ CLA and WPA: A justice-oriented approach to writing program administration, by Christina Michaud, Sarah Madsen Hardy, Article 100991.

■ Promoting critical language awareness at the graduate-level: A discovery oriented approach, by Megan M. Siczek, Article 100988.

■ Mapping the intersections of critical language awareness and affective approaches to second language writing, by Anwar Ahmed, Article 100969.

■ CLA and translingualism: A (literal) scholarly conversation, by Qianqian Zhang-Wu, Zhaozhe Wang, Shawna Shapiro, Article 100996.

■ Critical language awareness and English for Research Publication Purposes, by Pejman Habibie, John Flowerdew, Article 100990.

■ Critical language awareness and cautious transnationalist work, by Jay Jordan, Article 100968.

■ Using critical language awareness pedagogy to leverage home languages in multilingual South Africa, by Verbra Frances Pfeiffer, Article 101000.

■ Written “corrective” feedback in Spanish as a heritage language: Problematizing the construct of error, by Jorge Mendez Seijas, LeAnne Spino, Article 100989.

Article(s) from the special issue 'Innovation in L2 writing task design;' Edited by Lisa McGrath and Raffaella Negretti

■ Genre-related episodes as a lens on students’ emerging genre knowledge: Implications for genre-based writing pedagogy, collaborative tasks, and learning materials, by Angela Hakim, Article 101001.

摘要

The reliability of single task assessment in longitudinal L2 writing research

May Y. Wu, Department of Applied Linguistics Faculty of Arts, University of Groningen, The Netherlands

Rasmus Steinkrauss, Department of Applied Linguistics Faculty of Arts, University of Groningen, The Netherlands

Wander Lowie, Department of Applied Linguistics Faculty of Arts, University of Groningen, The Netherlands

Abstract Single task writing assessments used in longitudinal studies have raised concerns regarding their reliability. By means of Generalizability Theory (GT), this study investigated the reliability of L2 writing assessments scored on different CAF measures, focusing on a) the reliability of single task writing assessments and on the effects of b) task topics and c) task-taking occasions on assessment reliability. We investigated analytic quantitative scores obtained from five CAF measures through a 1-day dataset and a 21-day dataset, consisting of 90 essays from 18 Chinese learners of English who did not follow any formal language instruction during the investigation. The results show that although some CAF scores (e.g., fluency) of single task assessments have distinctly higher reliability than other scores, the general conclusion is that single task assessments are not reliable from a GT perspective. Task topic introduces some score variance to the assessment result, yet this amount of variance differs profoundly between the CAF measures due to the functional variability, which corresponds with Complex Dynamic Systems Theory assumptions suggesting subsystems of an L2 do not develop synchronously. Finally, occasion, i.e., whether two samples were written on the same day or within 21 days, barely introduces score variance.

Keywords L2 writing assessment, Generalizability theory, CAF, Complex dynamic systems theory, Task topic

Stories behind the scenes: L2 students’ cognitive processes of multimodal composing and traditional writing

Xiao Tan, Department of English, Arizona State University, Tempe, AZ, USA

Abstract In recent years, multimodal composing has attracted much attention in the field of second language (L2) writing. Previous research focused heavily on the pedagogical effects of teaching multimodal writing to L2 students. Less investigated is students’ cognitive engagement in the complicated processes of composing multimodal texts. To bridge the research gap, this qualitative study examines the composing processes of two groups of L2 writers over five weeks, as one group completed a multimodal video project and the other one completed a traditional essay project. Data consist of students’ screen recordings with the think-aloud protocol, written and multimodal products, and post-project interviews. This study shows that the two groups shared common behavioral patterns of consulting outside sources and initiating revisions, which might be attributed to similar writing schemas. Students who were tasked to create a video showed more autonomous writing and inconsistent text-borrowing behaviors. Pedagogical implications and research suggestions are discussed in light of the findings.

Keywords Multimodal composing, Second language writing, Writing processes, Cognitive model, First-year composition

Lexical characteristics of young L2 English learners’ narrative writing at the start of formal instruction

Vanessa De Wilde, Department of Translation, Interpreting and Communication, Ghent University, Belgium; Artevelde University of Applied Sciences, Ghent, Belgium

Abstract Studies investigating L2 English receptive and productive vocabulary knowledge in young learners have shown that English can be picked up through exposure outside the classroom. In this study I looked into lexical characteristics of young learners’ writing at the start of formal English lessons in the first year of secondary school (n = 3168). The texts were given a holistic score and several lexical measures were calculated. The results showed large individual differences between learners’ writing. Regression analysis was used to investigate which lexical characteristics predicted proficiency scores. The final model explained 50% of the variance. Similar to what was found in previous research investigating young L2 English learners’ writing I found that a number of broad predictors impacted the proficiency score. These were lexical diversity, word count, total number of spelling errors and percentage of English words used. Additionally, four fine-grained variables predicted the proficiency score: word frequency, trigram frequency, age of acquisition and imageability. The results show the added value of investigating a wide range of variables to shed light on the lexical factors that might impact writing scores, even in beginner and pre-intermediate level L2 writing.

Keywords Young learners, Complexity, Accuracy, Writing development, Vocabulary

Revisiting the conceptualizations of feedback in second language writing: a metaphor analysis approach

Shulin Yu, Faculty of Education, University of Macau, Macau S.A.R., China

Kaihao Yuan, Faculty of Education, University of Macau, Macau S.A.R., China

Peisha Wu, College of Liberal Arts, Shantou University, Shantou, China; Faculty of Education, University of Macau, Macau S.A.R., China

Abstract The conceptualizations of feedback in second language (L2) writing are premised on multidisciplinary theories and perspectives from relevant fields of study, such as higher education, applied linguistics, and second language education. However, these diverse conceptualizations of feedback are taken for granted within the field of second language writing and remain unexamined. Using a metaphorical analysis of 26 articles on L2 writing feedback published in two top journals of writing (i.e. Journal of Second Language Writing and Assessing Writing) over the last three years (2019–2021), this study aims to illuminate current theoretical understandings of the nature of feedback using a metaphorical analysis. The results reveal six dominant conceptual metaphors framing feedback in influential writing journals: feedback as 1) information, 2) a prescription, 3) a teaching tool, 4) a consumer good, 5) scaffolding, and 6) a dialogue. Among the conceptual metaphors, feedback is a consumer good was the most frequently adopted as the main metaphor, while feedback is information was the least. The six metaphors represented a spectrum, with a cognitivist feedback paradigm on one end and a socio-constructivist feedback paradigm on the other, each with its own theoretical implications from the perspectives of information processing and individual and collective agency. This study calls for a more comprehensive and sharpened understanding of L2 writing feedback in research and provides the corresponding implications for writing pedagogy.

Keywords Writing feedback, Conceptualizations of feedback, Metaphor analysis, Critical review

A large-scale longitudinal study of syntactic complexity development in EFL writing: A mixed-effects model approach

Lei Lei, Institute of Corpus Studies and Applications, Shanghai International Studies University, Shanghai 201620, PR China

Ju Wen, School of Foreign Languages and Cultures, Chongqing University, Chongqing 401331, PR China; School of Liberal Education, Chengdu Jincheng College, Sichuan 611731, PR China

Xiaohu Yang, School of Foreign Languages and Cultures, Chongqing University, Chongqing 401331, PR China

Abstract This study examined the longitudinal development of syntactic complexity with a large-scale corpus of EFL (English as a foreign language) compositions written by the same group of 1081 intermediate Chinese university students over a time span of four consecutive semesters in two academic years. The compositions were analysed for the longitudinal trajectories of syntactic complexification over time and for proficiency level differences, and genre differences. It was found that length-based measures, measures of coordination, and those of phrasal sophistication significantly increased while measures of clausal subordination significantly decreased from the first to the fourth semesters. Interestingly, students’ writing style was found to become more formal and exhibited more prominent features of academic prose over time. Furthermore, students’ proficiency level and genre showed significant main effects on most of the syntactic complexity measures. Our findings complemented existing research on writing development patterns with large-scale and longitudinal evidence. Some possible explanations in relation to these findings were discussed. In addition, implications for teachers and researchers of EFL writing were offered.

Keywords Syntactic complexity, Longitudinal research, English as a foreign language (EFL), Second language writing, Mixed-effects model

A bibliometric analysis on L2 writing in the first 20 years of the 21st century: Research impacts and research trends

Yachao Sun, Duke Kunshan University, China

Ge Lan, City University of Hong Kong, Hong Kong, China

Abstract This study adopts a bibliometric approach to investigate a) impacts of scholars and publications and b) major research trends in L2 writing research between 2000 and 2020. Data (2723 files) were collected to represent L2 writing publications in the past two decades, with four subgroups representing publications in four specific periods (2000–2005, 2006–2010, 2011–2015, 2016–2020). The findings show influential scholars and highly cited publications in L2 writing and reveal a trend of practice-based research on L2 writing, which indicates a need for more hermeneutic or interpretive work to corroborate and refine our understanding of the field. Specifically, feedback and ESL writing studies have been dominant in L2 writing research over the past two decades; however, ESL writing has garnered decreasing attention between 2000 and 2020 due to increasing attention to EFL writing and languages other than English in L2 writing research. Also, collaborative writing, peer feedback, and EAP writing have been increasingly investigated under sociocultural theories and with the help of technology. In contrast, research on contrastive rhetoric and native speaker has decreased due to their changing focus on power dynamics and social inequalities.

Keywords L2 writing Bibliometric analysis, Research impacts, Research trends

From the other side of the desk: Supervisors’ perceptions of supervisory feedback

Madhu Neupane Bastola, Department of English and Communication, The Hong Kong Polytechnic University, Hong Kong, China

Guangwei Hu, Department of English and Communication, The Hong Kong Polytechnic University, Hong Kong, China

Abstract Supervisory feedback plays a key role in thesis writing, especially in L2 contexts. How supervisors perceive the purposes, foci, and challenges of supervisory feedback as well as student engagement can greatly influence how they design and adapt their feedback to foster their students’ learning from the writing of a graduate thesis. Surprisingly, little research attention has been given to the beliefs and perceptions held by master’s thesis supervisors about supervisory feedback. To bridge this research gap, this study collected supervisors’ feedback perceptions with in-depth interviews (n = 16) and a questionnaire survey (n = 102). The supervisors came from four disciplines (i.e., English education, English studies, physics, and engineering) at a comprehensive Nepalese university. Analyses of the qualitative and quantitative data revealed that the supervisors were more positive about the purposes and foci of their supervisory feedback than student engagement with such feedback. They also held positive expectations of supervisory feedback and viewed the major challenges for supervisory feedback as arising from student and institutional constraints. Furthermore, the supervisors’ perceptions varied significantly across the disciplines. Finally, perceptions of the foci and challenges of supervisory feedback significantly predicted different types of perceived student engagement. These findings have pedagogical and policy implications.

Keywords Master’s thesis, Supervisory feedback, Supervisor perceptions, Student engagement

Co-regulation strategies and their associations with writing self-efficacy in a computer-mediated collaborative writing setting

You Su, Center for Research on Technology‑Enhanced Language Education, Beijing University of Posts and Telecommunications, No.10, Xitucheng Road, Haidian District, Beijing 100876, China

Jyh-Chong Liang, Program of Learning Sciences and Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei, Taiwan, China

Chunping Zheng, Center for Research on Technology‑Enhanced Language Education, Beijing University of Posts and Telecommunications, No.10, Xitucheng Road, Haidian District, Beijing 100876, China

Chin-Chung Tsai, Program of Learning Sciences and Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei, Taiwan, China

Abstract This study examined the structural relationship between learners’ co-regulation strategies and writing self-efficacy in a computer-mediated collaborative writing setting. Two questionnaires about Co-Regulation Strategies (CRS) and English Writing Self-Efficacy (EWSE) were developed and administered to 219 college English language learners following six-week computer-mediated collaborative writing activities. The results of factor analysis indicated that learners’ co-regulation strategies consist of five factors: co-planning, co-monitoring, co-evaluation, effort regulation, and help-seeking, while writing self-efficacy involves learners’ confidence in writing ideation, writing conventions, and writing self-regulation. The path analysis revealed that students with better co-planning and co-evaluation strategies tended to be more confident in writing ideation and writing conventions. More interestingly, effort regulation and help-seeking acted as powerful predictors of self-efficacy for writing self-regulation. Learners’ self-efficacy for writing ideation and conventions could also positively explain their self-efficacy for writing self-regulation. Suggestions were given regarding how to improve students’ writing self-efficacy through promoting co-regulation in collaborative learning.

Keywords Co-regulation, Self-efficacy, Structural equation model, Collaborative writing

Understanding L2 writers’ lived experiences of informal writing: A phenomenological approach

Shulin Yu, Faculty of Education, University of Macau, China

Chunhong Liu, Faculty of Education, Simon Fraser University, Canada

Lingxiang Zhang, Faculty of Education, University of Macau, China

Abstract While much attention has been directed at formal or academic writing in teaching and researching second language (L2) writing, informal writing still holds a marginal position in the current writing research, suggesting a neglect of its value as teachable in schools and meaningful for personal development. Adopting a phenomenological approach, the present study investigates L2 university student writers’ perceptions of and experience with informal writing both in and out of the classroom context. Drawing upon semi-structured individual interviews and written artifacts, this study revealed five themes pertaining to student writers’ experiences of informal L2 writing and demonstrated its learning potential as playground, situated interaction, and learning strategy. This study has implications for L2 writing scholarship with its situated and nuanced understanding of L2 student writers’ experiences of and engagement with informal writing. It also discusses the imperative for a refined understanding of L2 informal writing instruction and curriculum design

Keywords Informal writing, Writing instruction, Curriculum development, Academic writing, Interpretive phenomenological approach

Grammatical complexity: Insights from English for academic purposes teachers

Meixiu Zhang, The Department of Classical and Modern Languages and Literatures, Texas Tech University, 2906 18th St, Lubbock, TX 79410, USA

Ge Lan, The Department of English, City University of Hong Kong, 18 Tat Hong Avenue, Kowloon Tong, Kowloon, Hong Kong, China

Kai Yang, School of Foreign Languages and Literature, Shandong University, 5, Hongjialou, Jinan, Shandong, PR China 205100

Abstract While grammatical complexity has received much attention in the past decades, little research has yet sought the insights of second language (L2) writing teachers who are on the front line of educating academic writers. Given that teachers’ understanding of the representation of complex grammatical structures may impact their students’ development of academic literacy, this study explored L2 teachers’ perception of grammatical complexity. Twenty English for Academic Purposes (EAP) teachers (N = 20) in a Chinese university evaluated a set of five texts including varying grammatical characteristics. Using their ratings and notes as stimuli, we conducted a consecutive stimulated recall with each teacher to elicit their rationales for judging the texts on grammatical complexity. The findings indicated that, in evaluating grammatical complexity, EAP teachers not only considered lexico-grammatical features, but also deliberated over the propositional complexity, coherence, and formality. Also, while cognizant of the importance of features associated with phrasal complexity, EAP teachers seemed to have overestimated the significance of subordination and underestimated the role of non-finite dependent structures in academic prose. Implications were discussed in terms of teacher training and further theorizing grammatical complexity.

Keywords Grammatical complexity, syntactic complexity, L2 writing, English for academic purposes (EAP), Stimulated-recall, Teacher perception

Grasping the effects of storyline complexity, task structure and proficiency in narrative writing performance

Laura Sánchez, Department of Language Education, Stockholm University, Universitetsv. 10E, 106 91 Stockholm, Sweden

Malin Sunesson, Department of Language Education, Stockholm University, Universitetsv. 10E, 106 91 Stockholm, Sweden

Abstract Task complexity has attracted the attention of researchers interested in syllabus design and language pedagogy since the eighties. A scarcely investigated feature is storyline complexity, and its effects on complexity, accuracy and fluency (CAF) in narrative writing. This study examines the effects of storyline complexity in the narratives of 60 low to upper-intermediate Swedish secondary school learners of Spanish as a foreign language. Furthermore, the study addresses the role of proficiency in mediating these effects, as it sets out to ascertain whether storyline complexity affects different dimensions of CAF performance to the same extent at different proficiency levels. To elicit data, two narrative tasks were used. Both of them had a loose structure but differed in their storyline complexity, with the simple task having a single storyline and the complex task a dual storyline. In turn, to assess the learners’ proficiency level, a multiple-choice test was employed. The study used a between-subjects design, and the statistical treatment relied on a two-way analysis of variance (2 storyline complexity conditions x 2 proficiency levels). Complexity and fluency turned out to be higher in the complex condition irrespective of proficiency, whereas mixed results were found for accuracy at different proficiency levels.

Keywords Task complexity, CAF performance, Written production, Narratives, Spanish as a foreign language, Storyline complexity, Task structure

L2 collocation profiles and their relationship with vocabulary proficiency: A learner corpus approach

Masaki Eguchi, Department of Linguistics, University of Oregon, 161 Straub Hall, 1290 University of Oregon, Eugene, OR 97403-1290, USA

Kristopher Kyle, Department of Linguistics, University of Oregon, 161 Straub Hall, 1290 University of Oregon, Eugene, OR 97403-1290, USA

Abstract The current study extends extant research on lexical collocation and L2 English proficiency by analyzing how L2 argumentative writings assessed at different proficiency levels differ in their compositions of weakly and strongly associated collocations. Using a Natural Language Processing pipeline, a total of 640 essays from the ICNALE corpus (Ishikawa, 2018) were analyzed for word pairs that are syntactically related (e.g., Verb-Direct object), and the relationships between the relative proportions of collocations with varying strengths of association (SOA) and vocabulary proficiency scores were examined. A series of regression analyses revealed that collocations from various MI score bins showed distinct patterns of use across proficiency levels, indicating, for example, increases in the use of strongly associated collocations and decreases in the use of repelled collocations. The finding also indicated that band-based MI measures demonstrated better predictive validity than mean MI scores in modeling the vocabulary proficiency score.

Keywords Collocation, Repelled word pairs, L2 writing, Learner-corpus research, Multinomial regression

Peer leadership in collaborative argumentative writing: A qualitative case study of blended design

Qian Wu, School of Foreign Languages, Sun Yat-Sen University, China

Tan Jin, School of Foreign Studies, South China Normal University, China

Jing Chen, School of Foreign Languages, Sun Yat-Sen University, China

Jun Lei, Faculty of Foreign Languages, Ningbo University, China

Abstract Collaborating with peers enables learners to face up to challenges in argumentative writing. Leadership constitutes an integral part of peer collaboration. Nevertheless, putting learners in groups cannot ensure fruitful teamwork, especially in a blended learning context. To probe into peer leadership in blended collaborative argumentative writing, the current study adopted a qualitative approach and focused on leadership performances of five EFL learners. By analyzing group discussions, written products and semi-structured interviews, this case study examined how EFL learners performed leadership behaviors to facilitate collaborative argumentative writing during offline and online learning. Offline leadership was mainly employed to generate and develop claims, and elaborate upon sub-arguments, while online leadership helped clarify claims, pinpoint evidence and reasoning, synthesize sub-arguments and revise argument. Peer leadership fluctuated in terms of type, agent and argumentative focus across the offline and online contexts. Leadership performances in the two contexts intersected with and complemented each other to contribute to collaborative argumentative writing. These findings unpack the nature of leadership in collaborative argumentative writing, and reveal its fluidity within a blended learning design.

Keywords Peer leadership, Collaborative argumentative writing, Blended learning design

Voices from L2 learners across different languages: Development and validation of a student writing assessment literacy scale

Jian Xu, School of Business English, Sichuan International Studies University, China

Yao Zheng, School of Foreign Languages and Cultures, Chongqing University, China

Heather Braund, Faculty of Health Sciences, Queen’s University, Canada

Abstract Given the crucial role that student assessment literacy plays in the development of L2 writing, the present mixed-method study seeks to develop and validate a student writing assessment literacy (SWAL) scale to measure this key construct with learners across multiple languages. Interviews were first conducted and coded to partially inform the follow-up scale development. The scale was validated by using questionnaires. In analyzing the questionnaire data, factor analysis and structural equation modeling were utilized. Results showed that the developed scale had higher reliability and validity, and can be generalized across three language groups (English, French, and Japanese) in the higher education context. Further, SWAL significantly predicted positive engagement in the L2 writing context. Implications for L2 writing instruction are discussed in light of the findings.

Keywords Student writing assessment literacy, Scale development and validation, Different languages, Higher education, Mixed-method approach

Developing and evaluating an empirically-based diagnostic checklist for assessing second language integrated writing

Faeze Safari, University of Connecticut, USA

Alireza Ahmadi, Shiraz University, Iran

Abstract Writing in academic contexts typically includes integrated or source-based writing tasks. Given the significance of identifying students’ strengths and weaknesses and providing them with fine-grained feedback, this study aimed at developing and validating an empirically-based, binary-choice diagnostic checklist for L2 reading-listening-writing (RLW) integrated tasks. First, with reference to L2 students’ verbalizations of their challenges in integrated writing tasks, a diagnostic checklist was developed and then examined and revised by two ESL writing experts, resulting in the construction of a checklist comprising 30 items. Each item was a one-sentence descriptor that addressed a specific aspect of an integrated essay. The study evaluated the checklist’s function in providing reliable and effective diagnostic information by examining score consistency across raters on different essay prompts, raters’ confidence in rating, relationship between the checklist scores and scores awarded using TOEFL’s rating scale, and students’ perception of the feedback provided through the checklist. The results supported the benefits of using a descriptor-based checklist for assessing students’ performance in integrated writing and providing fine-grained diagnostic feedback. Implications of the use of the checklist to provide diagnostic feedback to students and to apply cognitive diagnostic models to writing data are also discussed.

Keywords Integrated writing, Reading-listening-writing task, Descriptor-based checklist, Diagnostic assessment, Binary choice

Connecting source use and argumentation in L2 integrated argumentative writing performance

Ping-Lin Chuang, Department of Linguistics, University of Illinois at Urbana-Champaign, USA

Xun Yan, Beckman Institute for Advanced Science and Technology, Urbana, USA

Abstract Second language (L2) integrated argumentative writing is a complex process, where writers need to integrate sources to make effective arguments to demonstrate their writing proficiency. While abundant research has examined essay performance features in relation to proficiency scores, our understanding of the nature of L2 argumentation and the impact of source use on argumentation quality remains relatively limited. This short communication investigates how source use characteristics were manifested in 300 argumentative writing performances of an integrated writing test. The essays were coded and analyzed in terms of integration style, interpretation accuracy, and integration purpose along with their argumentation effectiveness, operationalized as argument structure and reasoning quality. The results showed that while source use characteristics did not show a direct relationship with score level, certain features displayed systematic differences across levels of argumentation effectiveness, which are significantly related to writing scores. The findings suggest a potential complex, indirect relationship between source use, argumentation, and writing proficiency that warrants a more thorough analysis in L2 writing research.

Keywords Source use, Argumentation, Integrated writing, Writing assessment

Critical language awareness through advocacy: Disrupting deficit discourse through simulation in L2 writing teacher education

Will Fox, University of Virginia, School of Education and Human Development, Charlottesville, VA, USA

Chris Chang-Bacon, University of Virginia, School of Education and Human Development, Charlottesville, VA, USA

Abstract Second language specialists are often called on to advocate for multilingual learners (MLs), particularly in response to deficit views of MLs’ writing. Such advocacy necessitates critical language awareness (CLA) in regard to issues of equity, power, and ideology that intersect with the lives of MLs on a daily basis. However, little is known about how advocacy interactions actually occur in real time. To document advocacy-related discourse, our study explores an innovative virtual simulation approach in which participants discuss ML writing samples with a teacher-colleague (in the form of an avatar) who is extremely focused on “errors” and employs deficit-oriented discourses about ML student work. Focusing on discursive approaches and footings, we documented how 42 English as a Second Language endorsement candidates engaged with this simulation and leveraged (or not) critical language awareness in their advocacy efforts. We identified three main approaches participants took up in these interactions: (1) conceptual, (2) strategic, and (3) developmental. We illustrate these approaches through case studies of three focal participants, documenting how CLA can be operationalized across different approaches to ML writing advocacy.

Keywords English learners, Teacher education, Critical language awareness, Simulator technology, Advocacy, Second language writing

Uniting CLA with WAW via SLA: Learning about written language as a model for college writing courses

Kristen di Gennaro, Pace University, 41 Park Row, New York, NY 10038, USA

Kung-Wan Philip Choong, Pace University, 41 Park Row, New York, NY 10038, USA

Meaghan Brewer, Pace University, 41 Park Row, New York, NY 10038, USA

Abstract In this article, we highlight how theoretical support from research in second language acquisition supports Critical Language Awareness (CLA) as a writing pedagogy. We then illustrate how CLA compares to a popular composition pedagogy, Writing about Writing (WAW). We conclude by proposing a version of CLA specific to post-secondary writing instruction, one that unites the strengths of CLA with the written focus of WAW along with (often overlooked) support from empirical research on language learning.

Keywords Critical language awareness, Writing about Writing, Second language acquisition, Writing pedagogy, Attention, Implicit versus explicit learning

CLA and WPA: A justice-oriented approach to writing program administration

Christina Michaud, Arts & Sciences Writing Program, Boston University, USA

Sarah Madsen Hardy, Arts & Sciences Writing Program, Boston University, USA

Abstract Using critical language awareness (CLA) as a framework for writing program administration (WPA), two writing program directors reflect on the history of their program in light of changing trends in the fields of composition and TESOL. By describing how CLA has informed program policies and practices ranging from the micro to the macro, we illustrate how CLA can help writing program administrators make their commitment to linguistic justice concrete and practicable. We consider the effects of CLA on teachers and learners in terms of (1) the language we use to describe our program (a values statement and other public-facing documents), (2) the guidelines we provide for language instruction across our curriculum, (3) our approaches to placement for multilingual writers, and (4) hiring and working conditions for faculty. We conclude with some theoretical and practical questions facing CLA-inspired WPA work going forward.

Keywords Writing program administration, Critical language awareness, Critical reflection, Directed self-placement, Multilingual students, Diversity, equity, and inclusion

Promoting critical language awareness at the graduate-level: A discovery oriented approach

Megan M. Siczek, The George Washington University, 801 22nd St. NW, Phillips Hall 607, Washington DC 20052, USA

Abstract This article creates a space for CLA in graduate-level EAP contexts by advocating for a discovery-oriented pedagogy that draws on principles of reflection, rhetorical awareness, academic literacy, and community building as a means to develop students’ agency as they navigate the communicative expectations of a new discourse community.

Keywords Critical language awareness, Graduate EAP, Academic discourse socialization

Mapping the intersections of critical language awareness and affective approaches to second language writing

Anwar Ahmed, Department of Language and Literacy Education, University of British Columbia, 6445 University Boulevard, Vancouver BC V6T 1Z2, Canada

Abstract Historically, language and literacy research has focused so much on lingua-centric approaches to teaching and learning that affective approaches to pedagogy have been either ignored or pushed to the margins. In this essay, I briefly discuss how Critical Language Awareness (CLA) and contemporary Affect Studies may complement each other in ways that will be pedagogically transformative in diverse contexts of second language (L2) writing. A dialogue between CLA and an affective approach to critical language education is important because both discourses and emotions of speakers are implicated in the intersections of race, class, gender, and struggles for recognition. As anti-science propaganda, right-wing populism, neo-nationalism, and xenophobia are on the rise, lingua-centric approaches to writing and persuasion are apparently failing to bring about changes in people’s opinions, disposition, and attitudes. When an increasing number of people live in fragmented and micro-networks of social media echo-chambers with a high level of resistance to alternative viewpoints, critical awareness of language must involve an understanding of affect and its complex workings in human relationships and social fields where language plays a key role. This, in turn, will help L2 writing pedagogy nurture critical awareness of language learning and practices.

Keywords Affect, Emotion, CLA, L2 Writing, Pedagogy

Critical language awareness and English for Research Publication Purposes

Pejman Habibie, The University of Western Ontario, Canada

John Flowerdew, The University of Lancaster, UK

Abstract This paper looks at critical and critical pragmatic orientations as competing discourses within applied linguistics in general and English for Research Publication Purposes (ERPP) in particular. Adopting a critical and evaluative approach, it examines the ways in which critical language awareness (CLA) intersects with critical and critical pragmatic approaches to ERPP, as well as with asset-oriented frameworks and discourses of social justice and equity. More specifically, we aim to a) highlight the significance of the CLA framework to ERPP scholarship, and b) assess the (in)applicability of critical and critical pragmatic approaches, informed by CLA, and the affordances and limitations of these approaches in today’s neoliberal and capitalist academic knowledge regime.

Keywords Critical language awareness, Critical approach, Critical pragmatic approach, English for research publication purposes

Critical language awareness and cautious transnationalist work

Jay Jordan, Department of Writing & Rhetoric Studies, University of Utah, USA

Abstract Transnationalism is an unavoidable phenomenon, and the intersitital social spaces and practices the term names can create opportunities for diverse rhetorical agency--a crucial part of developing critical language awareness. However, many large corporate and institutional actors work transnationally and can obscure the agency of language learners and users, including students. Scholar teachers invested in critical language awareness should consider broad claims of the benefits of transnationalism with skepticism, and they should help reveal a range of rhetorical activities at sites and in classrooms that may otherwise be overlooked.

Keywords Critical language awareness, CLA, transnationalism, transnational writing, rhetoric, rhetorical agency

Using critical language awareness pedagogy to leverage home languages in multilingual South Africa

Verbra Frances Pfeiffer, University of South Africa, Pretoria, South Africa

Abstract This article deals with critical language awareness (CLA) pedagogy in the context of multilingualism in South Africa which has 11 official languages. For the majority of our black South African learners English is a second English and for some of them they even regard it has their home language as they only speak their African language to their elders. Against this backdrop, I will look at three examples of CLA pedagogy in this article. Two examples are taken from studies conducted at the same univesity in Cape Town, South Africa from two different researchers. The other example is from a multilingual spelling bee competition that took place at a school in one of the provinces in South Africa. The implications of these three examples are strategies that teachers in South Africa can use in their classrooms. In addition, the examples used in this article also encourages learners to embrace and learn on their various home languages in the classroom. Finally, I believe that more schools should encourage critical language awareness pedagogy in South Africa.

Keywords Critical language pedagogy, Multilingualism, Second language

Written “corrective” feedback in Spanish as a heritage language: Problematizing the construct of error

Jorge Mendez Seijas, Yale University, USA

LeAnne Spino, University of Rhode Island, USA

Abstract The number of Latinx students enrolling in Spanish language courses in the United States has been steadily increasing in the last decades. Many of these students, referred to as heritage language (HL) learners, use linguistic forms and practices that are often stigmatized in academic communities for purportedly being “incorrect” or “inappropriate.” The current investigation explores whether a group of Spanish high school teachers (n = 48) perceives some of the lexical items HL learners produce as “errors” and examines the type of written corrective feedback (CF) that they provide. Their CF on target items was coded as indirect, direct, or metalinguistic, and their metalinguistic CF was further coded as eradication-oriented, appropriateness-oriented, or expansion-oriented. The most common CF types in our results were direct and metalinguistic, and the metalinguistic CF offered was classified primarily as eradication-oriented. Our discussion centers around what is generally deemed “erroneous” in HL learners’ productions, and hence a trigger for written CF, and how a critical reconceptualization of the construct of “error” eliciting this CF may help educators more effectively advance a critical language awareness pedagogy, thereby promoting self-reflection, social justice, and rhetorical agency.

Keywords Written corrective feedback, Error, Critical language awareness, Heritage language education, Spanish

Genre-related episodes as a lens on students’ emerging genre knowledge: Implications for genre-based writing pedagogy, collaborative tasks, and learning materials

Angela Hakim, Department of English, University of Arizona, United States

Abstract Genre-based approaches have become a mainstay in the teaching of second language writing. While there have been significant developments in genre-based writing instruction and important advances in genre theory, some long-standing questions about genre-based instructional tasks and materials remain unanswered. One of these relates to which genre-based tasks and learning materials may meet the dual goals of supporting students’ development of genre-specific knowledge and of broader genre awareness. This research report addresses this question using an innovative methodological approach, the analysis of genre-related episodes (GREs). It provides a brief overview of the findings from classroom observations focused on GREs that took place while students were engaged in collaborative genre analysis tasks and discusses the findings in relation to task type and genre knowledge. The report concludes with an overview of a few pedagogical and research implications.

Keywords Genre-based writing instruction, Genre-related episodes, Genre analysis task, Collaborative writing

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.

《二语写作杂志》致力于发表以理论为基础的研究和讨论报告，这些报告对当前对第二语言和外语写作和写作教学中的核心问题的理解做出了重大贡献。 一些感兴趣的领域是二语作家的个人特征和态度、二语作家文本的特征、二语作家的写作过程、读者对二语写作的反应、二语写作的评估/评价、背景（文化、社会、政治、制度） L2 写作，以及与 L2 写作理论、研究和教学明显相关的任何其他主题。 论文应注意强调研究的教学意义。

官网地址：

https://www.sciencedirect.com/journal/journal-of-second-language-writing

本文来源：JOURNAL OF SECOND LANGUAGE WRITING官网

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