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LA PRODUCTION ECRITE EN FRANÇAIS L2 : focus sur le processus de formulation
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In: https://hal.archives-ouvertes.fr/tel-03640707 ; Linguistique. Université Toulouse – Jean Jaurès, 2022 (2022)
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Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature
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In: L2 Journal, vol 14, iss 1 (2022)
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Proficiency and the Use of Machine Translation: A Case Study of Four Japanese Learners
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In: L2 Journal, vol 14, iss 1 (2022)
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Investigating How and When International First-Year Second Language Undergraduate Students Deal with Academic Literacies Challenges in the Early 21st Century: A Longitudinal Case Study
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Methods for developing literacy in professional and academic contexts: Using protocol-assisted modeling
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In: Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing ; https://hal.uca.fr/hal-03473195 ; Laura-Mihaela Muresan; Concepión Orna-Montesinos. Academic Literacy Development: Perspectives on Multilingual Scholars’ Approaches to Writing, Palgrave Macmillan, pp.81-100, 2021, ⟨10.1007/978-3-030-62877-2⟩ (2021)
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Developing Language Learners’ Use of Appraisal for Argumentative Writing: A Systemic Functional Linguistics Approach ...
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Oltre "no buono". L'espressione di gusti e preferenze nella scrittura in italiano L2 di apprendenti vulnerabili ...
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TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ...
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TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ...
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Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing
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In: Sustainability ; Volume 13 ; Issue 22 (2021)
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Abstract:
Argumentative writing is the most commonly used genre in writing classroom practices and assessments. To draft an argumentative essay in authentic settings, writers are usually required to evaluate and use content knowledge from outside sources. Although source-based argumentation is a sustainable skill that is crucial for students’ academic career, this area remains under-researched. Hence, this paper presents a within-subject study that investigated Hong Kong secondary school students’ argumentation construction in L1 and L2 source-based writing from both product-oriented and process-oriented perspectives. Multiple sources of data were collected, including L1 and L2 source-based argumentative texts, eye-tracking metrics and recorded videos, and stimulated recall interviews. Findings of our study show that the L1 source-based argumentative compositions of the Hong Kong secondary student writers differed greatly from their L2 ones in terms of the argument structure, source use, and reasoning quality. Analyses on four cases further revealed a multitude of factors such as self-regulation and cultural orientations coming into play in similar and different argumentation performance between L1 and L2 source-based writing tasks. This study contributes new knowledge to better understand the argumentation in L1 and L2 source-based writing, yielding meaningful implications on pedagogy and assessment in this field.
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Keyword:
argumentation; Chinese as L1; English as L2; eye-tracking; source-based writing
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URL: https://doi.org/10.3390/su132212869
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Implementing Feminist Language Pedagogy: Development of Students’ Critical Consciousness and L2 Writing
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In: Education Sciences ; Volume 11 ; Issue 8 (2021)
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Collaborative Multimodal Writing via Google Docs: Perceptions of French FL Learners
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In: Languages ; Volume 6 ; Issue 3 (2021)
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Additional Data to "A Challenge for Contrastive L1/L2 Corpus Studies" ...
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Additional Data to "A Challenge for Contrastive L1/L2 Corpus Studies" ...
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L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China ; Percepciones de los escritores de L2 sobre revisión por pares de manera cara a cara y anónima: Datos de China
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Technologies for Learning Writing in L1 and L2 for the 21st Century: effects on writing metacognition, self-efficacy and argumentative structuring
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Discovering collocations via data-driven learning in L2 writing
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Wu, Yi-ju Ariel. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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Working with Multilingual Student Writers
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In: Purdue Writing Lab/Purdue OWL Creative Materials (2021)
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Second Language Writing: A Study of the Learning and Teaching of Academic Writing in a Networked Culture
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Unveiling oral and writing skills of low-literate learners of L2 Italian: from research to teaching practice
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