Exploring the social nature of L2 writing: Insights into the division of labor of an EAP writing task
Abstract
Download Media
PDF (Price: £17.50 )DOI: 10.1558/lst.26454
References
Alavi, S. M., and Taghizadeh, M. (2014). Dynamic assessment of writing: The impact of implicit/explicit mediations on L2 learners’ internalization of writing skills and strategies. Educational Assessment, 19 (1): 1–16. https://doi.org/10.1080/10627197.2014.869446
Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. The Modern Language Journal, 86 (4): 525–545. https://doi.org/10.1111/1540-4781.00159
Atkinson, D. (2003). L2 writing in the post-process era: Introduction. Journal of Second Language Writing, 12 (1): 3–15. https://doi.org/10.1016/S1060-3743(02)00123-6
Atkinson, D., Churchill, E., Nishino, T., and Okada, H. (2007). Alignment and interaction in a sociocognitive approach to second language acquisition. The Modern Language Journal, 91 (2): 169–188. https://doi.org/10.1111/j.1540-4781.2007.00539.x
Atkinson, D., and Connor, U. (2008). Multilingual writing development. In C. Bazerman (Ed.), Handbook of Research on Writing: History, Society, School, Individual, Text, 515–532. New York: Lawrence Erlbaum Associates.
Bhowmik, S. K. (2016). Agency, identity and ideology in L2 writing: Insights from the EAP classroom. Writing & Pedagogy, 8 (2): 275–308. https://doi.org/10.1558/wap.26864
Brice, C. (2005). Coding data in qualitative research on L2 writing: Issues and implications. In P. K. Matsuda and T. Silva (Eds), Second Language Writing Research: Perspectives on the Process of Knowledge Construction, 159–175. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Casanave, C. P. (1995). Local interactions: Constructing contexts for composing in a graduate sociology program. In D. Belcher and G. Braine (Eds), Academic Writing in a Second Language: Essays on Research and Pedagogy, 83–110. Norwood, NJ: Ablex Publishing Corporation.
Casanave, C. P. (2003). Looking ahead to more sociopolitically-oriented case study research in L2 writing scholarship (But should it be called ‘post-process’?). Journal of Second Language Writing, 12 (1): 85–102. https://doi.org/10.1016/S1060-3743(03)00002-X
De Guerrero, M. C. M., and Villamil, O. S. (1994). Social-cognitive dimensions of interaction in L2 peer revision. The Modern Language Journal, 78 (4): 484–496. https://doi.org/10.2307/328586
Engeström, Y. (1987). Learning by Expanding: An Activity-Theoretical Approach to Development Research. Orienta-Koncultit: Helsinki.
Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen and R. L. Punamäki (Eds), Perspectives on Activity Theory, 19–38. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511812774.003
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14 (1): 133–156. https://doi.org/10.1080/13639080020028747
Goffman, E. (1981). Forms of Talk. Philadelphia, PA: University of Pennsylvania Press.
Goldstein, L. (2006). Feedback and revision in second language writing: Contextual, teacher and student variables. In K. Hyland and F. Hyland (Eds), Feedback in Second Language Writing: Contexts and Issues, 185–205. New York: Cambridge University Press. https://doi.org/10.1017/CBO9781139524742.012
Ivanič, R. (1998). Writing and Identity: The Discoursal Construction of Identity in Academic Writing. Philadelphia, PA: John Benjamins. https://doi.org/10.1075/swll.5
James, M. A. (2010). Transfer climate and EAP education: Students’ perceptions of challenges to learning transfer. English for Specific Purposes, 29 (2): 133–147. https://doi.org/10.1016/j.esp.2009.09.002
Kitade, K. (2015). Second language teacher development through CALL practice: The emergence of teachers’ agency. CALICO Journal, 32 (3): 396–425. https://doi.org/10.1558/cj.v32i3.26637
Krapels, A. R. (1990). An overview of second language writing process research. In B. Kroll (Ed.), Second Language Writing: Research Insights for the Classroom, 37–56. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524551.007
Lantolf, J. P. (2000). Introducing sociocultural theory. In J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning, 1–26. Oxford: Oxford University Press.
Lantolf, J. P., and Genung, P. B. (2002). ‘I’d rather switch than fight’: An activity-theoretic study of power, success, and failure in a foreign language classroom. In C. Kramsch (Ed.), Language Acquisition and Language Socialization: Ecological Perspectives, 175–196. London: Continuum.
Lantolf, J. P., and Pavlenko, A. (2001). (S)econd (L)anguage (A)ctivity theory: Understanding language learners as people. In M. P. Breen (Ed.), Learner Contributions to Language Learning: New Directions in Research, 141–158. Harlow: Pearson Education.
Lantolf, J. P., and Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education. Vygotskian Praxis and the Research/Practice Divide. New York: Routledge.
Lantolf, J. P., and Thorne, S. T. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
Lave, L., and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Lei, X. (2008). Exploring a sociocultural approach to writing strategy research: Mediated actions in writing activities. Journal of Second Language Writing, 17 (4): 217–236. https://doi.org/10.1016/j.jslw.2008.04.001
Matsuda, P. K. (1997). Contrastive rhetoric in context: A dynamic model of L2 writing. Journal of Second Language Writing, 6 (1): 45–60. https://doi.org/10.1016/S1060-3743(97)90005-9
Miles, M. B., and Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks, CA: SAGE Publications, Inc.
Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity and Educational Change. Harlow: Longman/Pearson.
Prior, P. (1997). Literate activity and disciplinarity: The heterogeneous (re)production of American studies around a graduate seminar. Mind, Culture, and Activity, 4 (4): 275–295. https://doi.org/10.1207/s15327884mca0404_5
Prior, P. (1998). Writing/Disciplinarity: A Socio-Historic Account of Literate Activity in the Academy. Mahwah, NJ: Lawrence Erlbaum Associates.
Prior, P. (2006). A sociocultural theory of writing. In C. A. Macarthur, S. Graham and J. Fitzgerald (Eds), Handbook of Writing Research, 54–66. New York: The Guilford Press.
Prior, P., and Shipka, J. (2003). Chronotopic lamination: Tracing the contours of literate activity. In C. Bazerman and D. R. Russell (Eds), Writing Selves/Writing Society: Research from Activity Perspectives, 331–362. Retrieved 15 February 2010, from http://wac.colostate.edu/books/selves_societies/selves_societies.pdf.
Riazi, A. (1997). Acquiring disciplinary literacy: A social-cognitive analysis of text production and learning among Iranian graduate students of education. Journal of Second Language Writing, 6 (2): 105–137. https://doi.org/10.1016/S1060-3743(97)90030-8
Roozen, K. (2009). ‘Fan Fic-ing’ English studies: A case study exploring the interplay of vernacular literacies and disciplinary engagement. Research in the Teaching of English, 44 (2): 136–169.
Roozen, K. (2010). Tracing trajectories of practice: Repurposing in one student’s developing disciplinary writing processes. Written Communication, 27 (3): 318–354. https://doi.org/10.1177/0741088310373529
Russell, D. R. (1997). Rethinking genre in school and society: An activity theory analysis. Written Communication, 14 (4): 504–554. https://doi.org/10.1177/0741088397014004004
Russell, D. R., and Yaňez, A. (2003). Big picture people rarely become historians: Genre systems and the contradictions of general education. In C. Bazerman and D. R. Russell (Eds), Writing Selves/Writing Society: Research from Activity Perspectives, 331–362. Retrieved 15 February 2010, from http://wac.colostate.edu/books/selves_societies/selves_societies.pdf.
Shrestha, P., and Coffin, C. (2012). Dynamic assessment, tutor mediation and academic writing development. Assessing Writing, 17 (1): 55–70. https://doi.org/10.1016/j.asw.2011.11.003
Tesch, R. (1990). Qualitative Research: Analysis Types and Software Tools. New York: The Falmer Press.
Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7 (2): 38–67.
Trimbur, J. (1994). Taking the social turn: Teaching writing post-process. College Composition and Communication, 45 (1): 108–118. https://doi.org/10.2307/358592
Villamil, O. S., and de Guerrero, M. C. M. (1996). Peer revision in the L2 classroom: Social-cognitive activities, mediating strategies, and aspects of social behavior. Journal of Second Language Writing, 5 (1): 51–75. http://dx.doi:10.1016/S1060-3743(96)90015-6
Villamil, O. S., and de Guerrero, M. C. M. (2006). Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback. In K. Hyland and F. Hyland (Eds), Feedback in Second Language Writing: Contexts and Issues, 23–41. New York: Cambridge University Press. https://doi.org/10.1017/CBO9781139524742.004
Wertsch, J. V. (1991). Voices of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard University Press.
Yang, L., Baba, K., and Cumming, A. (2004). Activity systems for ESL writing improvement: Case studies of three Chinese and three Japanese adult learners of English. Angles on the English-Speaking World, 4: 13–33.
Refbacks
- There are currently no refbacks.