Doctoral Study in Second Language Writing Studies in the United States: Some Chinese Students’ Perspectives

Tony SILVA  Cong ZHANG  Yue CHEN  Yiyang LI 

 Kai YANG  Zhaozhe WANG  Yachao SUN

Abstract: This paper presents and discusses accounts of the experiences of six Chinese students doing doctoral study in the area of second language writing at a large research university in the United States. The accounts address several themes, including teaching first year composition, learning in and beyond the classroom, the processes and role of research, personal and professional relationships, challenges faced and the strategies used to respond to these challenges, and the importance of the concept of autonomy in graduate studies. It is hoped that this paper will be of interest and use to readers who are contemplating following in their footsteps, who are curious about their experience in the program, and who have themselves already studied in the US and would like to compare their experience.

Keywords: second language writing studies; Chinese students; doctoral study

Designing Keystroke Logging Research in Writing Studies

Mariëlle LEIJTEN  Luuk VAN WAES

Abstract: As typing has become more and more our preferred way of text production, keystroke logging has become one of the major observation tools used in writing process research. It allows for fine grained data collection without intruding into the writers’ activities or influencing the writing dynamics. This article describes how keystroke logging—more specifically Inputlog—can be used in writing process research. We elucidate the research flow, starting from the data collection over the data analysis (including pre-processing and merging), and end with some suggestions on how to report findings using different visualizations. We illustrate this research flow by highlighting a few basic analyses that are provided in Inputlog. The article closes with a brief preview on future perspectives on keystroke logging.

Keywords: keystroke logging; writing processes; writing research methods; pause analysis; cognitive processes

L1 Effects on L2 Written Production in Mindbodyworld Alignment

Yachao SUN  Ge LAN

Abstract: This article reports on a case study showcasing how first language (L1) is used to achieve and maintain alignment in the process of EAL writing and discussing how L1 influences second language (L2) written production in mindbodyworld (MBW) alignment. The conference proposal writing process of two doctoral students whose L1 is Mandarin was recorded to investigate how they used their L1 to negotiate and construct meanings and how their L1 use made effects on L2 written production. Results showed that L1 as a resource meshed with other language, semiotic, and environmental resources to increase cognitive awareness, express social intentions, and adapt to the dynamic context for meaning-making. The meshing of language, other semiotic, and environmental resources facilitates MBW alignment, which further contributes to the process of EAL writing. The findings indicate that viewing EAL writing as mindbodyworld alignment is conducive to helping writers utilize various repertoires (including both language and other semiotic repertoires), realize and understand the importance of environmental affordances, and increase rhetorical sensibilities in the process of EAL writing. In addition, the findings also denote the importance of oral resources for written production.

Keywords: EAL writing; alignment; L1 use; L2 written production

高中生英语写作词块使用研究

刘应亮  郭小凤  连丽萍

摘要：本研究运用Nattinger和DeCarrico（2000）提出的词块分类框架来分析高中生英语写作中的词块使用特点，对比高低分组学生的词块使用差异，以及各类词块的运用与写作质量之间的关系。研究发现，高分组学生的词块使用频率和丰富性都显著高于低分组，但两组间各类词块的分布特点相似，频率由高到低依次为限制性短语、句型框架短语、聚合词和惯用语。词块运用与写作质量呈高度正相关，其中句型框架短语与写作质量的相关性最高，其次为限制性短语、聚合词和惯用语。

关键词：词块；英语写作；高中生

多轮续写对高中生英语写作的影响研究

张春红  何武

摘要：本研究探索多轮续写在高中英语写作教学中的应用及其对高中生英语写作能力和写作动机的影响。时长12周的写作教学实验表明：（1）多轮续写实验班在写作表现上的变化优于控制班，在组织结构和内容方面表现明显；（2）多轮续写对学生的写作动机产生积极影响，在表层动机、深层动机、成就动机三个维度中，对深层动机的影响最大；（3）实验班大部分学生对多轮续写持认同态度。

关键词：英语写作；读写结合；多轮续写；高中生

自动评分系统对大学生英语写作自我效能感和写作成绩的影响

毕美芳  芮燕萍

摘要：提高学生写作自我效能感和写作成绩是大学英语写作教学的重要目标。为有效发挥自动评分系统在英语写作教学中的作用，本研究以某高校大一学生为研究对象，探讨了自动评分系统对大学生英语写作自我效能感和写作成绩的影响。研究发现，通过使用自动评分系统，学生的写作自我效能感得到显著提高；不同水平学生的写作总成绩，以及各分项成绩包括词汇、句法和篇章结构等均有提高；然而，在线自我修改次数与学生的写作自我效能感和写作成绩并没有显著的相关关系。

关键词：自我效能感；写作成绩；自动评分系统

二语写作反馈研究：回顾与展望

王颖  陈华

摘要：反馈作为二语写作研究的重要组成部分，对培养二语学生的写作能力起着关键作用。近十年来，国内外二语写作反馈研究增长迅猛，成果丰硕。本文基于国内外相关文献的梳理，首先讨论了反馈研究的多元理论视角，发现过程写作教学理论、认知视角、社会文化理论、社会认知理论和积极心理学理论为反馈研究提供了理论支撑。然后讨论了元语言反馈、反馈参与及反馈中学业情绪对提高二语写作有效性的影响等当前研究热点。在此基础上，指出了未来研究的发展趋势，以便国内教师与研究者更好地了解本领域的发展态势。本文对国内二语写作教学及二语写作反馈研究提供了一定的启示。

关键词：二语写作；反馈；理论视角；热点主题；发展方向

二语学术作者身份研究述评

杨仕洲

摘要：作为二语写作研究的一个分支领域，二语学术作者身份研究主要关注二语作者在使用第二语言进行学术写作时的身份建构和协商过程，主要目的在于揭示二语学术写作及发表的内在规律和策略，协助二语作者成功参与国际英语学术实践共同体。本文从理论框架、研究方法和研究内容等方面整理归纳了过去30年二语作者身份研究概况，并对我国未来二语学术作者身份的研究和教学进行了展望。

关键词：二语学术写作；作者身份；“声音”；能动性

First-Year Writing Instructors’ Perceived Challenges in Working with International Second Language Writers: An Institutional Survey Study

Zhaozhe WANG

Abstract: Despite the apparent demographic changes that take place in writing classrooms and consistent scholarly advocacy of more inclusive research and pedagogical practices, writing programs in US colleges in general seem less responsive in providing writing instructors with adequate professional support. This is mainly caused by a lack of thorough understanding of the challenges that first-year writing (FYW) instructors encounter, confront, or avoid when teaching L2 writers. This institutional survey study explores FYW instructors’ preparation for teaching international L2 writers, challenges encountered in doing so, and their ways of responding to the perceived challenges at an internationalized university in the US employing a variety of questions ranging from instructors’ professional preparation to perceived challenges, the comprehensive survey elicited responses from 27 instructors from different linguistic, cultural, and disciplinary backgrounds. The findings show that although the majority of the instructors have at least one year of experience working with L2 writers, some of them have never received formal training. Further, the instructors experienced various challenges related to L2 writers, and employed a range of instructional strategies and techniques in response to the perceived challenges. Suggestions are offered for writing program administrators (WPAs) who wish to develop faculty support programs against the backdrop of the continual internationalization of writing programs.

Keywords: institutional survey; instructor perception; US writing programs; teacher training