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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Review of Researching writing (Kinkead 2016)

Researching Writing is perhaps a best fit for an undergraduate research methods course in writing studies, but the text could be a natural addition to an undergraduate TESOL or second language writing theory course to support student inquiry into writing practices. Teachers also might find the text relevant for advanced writing courses for second language writers or cross-cultural composition courses that include an emphasis on inquiry.
Shona Whyte's insight:
Useful for researchers writing in L2 English
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The Effects of Mode and Task Complexity on Second Language Production

The Effects of Mode and Task Complexity on Second Language Production | TELT | Scoop.it

"Taking a psycholinguistic orientation within task‐based language teaching scholarship, this study investigated the effects of mode (oral vs. written) and task complexity on second language (L2) performance ..."


Among other detailed results, the study found that


1. L2 learners can draw on their interlanguage variably and display different linguistic behaviors depending on the mode (oral or written) in which a task is performed. Our participants spent more time and used more complex syntax as well as more varied vocabulary when they performed the task in writing. Mode also influenced propositional complexity, as speakers produced more idea units overall, but writers employed extended idea units to a higher degree. These findings provided empirical evidence for the theoretical prediction that the oral and written modes offer different opportunities for language practice and development, and, consequently, mode can constitute a task design feature that may contribute to the development of distinct L2 competencies


2. Task complexity had different effects in writing and in speech. Overall, we found that (a) task complexity effects were more noticeable in writing in the areas of propositional complexity, accuracy, and time on task, and (b) increases in task demands had similar effects on the linguistic complexity in both modes. Thus, we found that both writers’ and speakers’ productions were more syntactically complex overall (see also Tavakoli, 2014) and exhibited more sophisticated vocabulary in the complex version of the task, compared to the simple version.


3. Increases in task demands enhanced certain aspects of L2 performance in both modes, which allowed us to conclude that task complexity constitutes an important task variable that can influence L2 performance and subsequent learning.

Shona Whyte's insight:
Learners performed simple or complex versions of task in spoken or written mode, and productions were analysed using a variety of complexity and accuracy measures. The article is open access at present and you can even see the task (pictured)
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Academic publishing and the myth of linguistic injustice: Hyland, 2016

Abstract

Academic publication now dominates the lives of academics across the globe who must increasingly submit their research for publication in high profile English language journals to move up the career ladder. The dominance of English in academic publishing, however, has raised questions of communicative inequality and the possible ‘linguistic injustice’ against an author's mother tongue. Native English speakers are thought to have an advantage as they acquire the language naturalistically while second language users must invest more time, effort and money into formally learning it and may experience greater difficulties when writing in English. Attitude surveys reveal that English as an Additional Language authors often believe that editors and referees are prejudiced against them for any non-standard language. In this paper, I critically review the evidence for linguistic injustice through a survey of the literature and interviews with scholars working in Hong Kong. I argue that framing publication problems as a crude Native vs non-Native polarization not only draws on an outmoded respect for ‘Native speaker’ competence but serves to demoralizes EAL writers and marginalize the difficulties experienced by novice L1 English academics. The paper, then, is a call for a more inclusive and balanced view of academic publishing.

Shona Whyte's insight:

That outmoded native-nonnative distinction again ...

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Short Memoirs: 10 examples

Short Memoirs: 10 examples | TELT | Scoop.it
10 Amazing Examples of Short Memoir Writing: tetw: After Life by Joan Didion - In the aftermath of her husband’s death, Didion meditates on the fragility of life Tennis, Trigonometry, Tornadoes by David Foster Wallace - I grew up inside vectors, lines...
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Open access to Didion, Sedaris, Zadie Smith

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Syntactic and lexical development in EAP writing

Mazgutova and Kormos, 2015, Syntactic and lexical development in an intensive English for Academic Purposes programme, Journal of Second language writing

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Meticulous study of writing development by 39 EFL students using several measures of syntactic complexity and lexical diversity. The study compared a B2 undergraduate group with a C1 graduate class, and found

 

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Reading/Viewing for writing: lesson template

The topic for next week's writing class is ......(insert topic here)

Read this article and highlight any relevant vocabulary (insert link here)

Read this (different) article and highlight any relevant ideas (insert link here)

 

(Listening)

Here is a Ted.com talk on this topic (insert link here)

What are the speaker's 5 main points?

Look at the transcript - any relevant vocabulary?

If you were in the audience, what one question would you ask?

 

(Reading)

Here is an article on this topic (insert link here)

What is the overall point the writer is trying to make?

What are the main ideas?

What examples does the writer use?

Does the writer talk about effects (e.g. as a result....consequently....)

Do you notice any vocabulary that you found in the listening or other articles?

 

(Writing)

Now, after doing all that reading and listening, write 250 words on the question (insert a question related to the topic here).

Shona Whyte's insight:

Great example of a) cut-out-and-keep writing prompt lesson and b) potential action research topic/project

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Le petit chaperon rouge au pays du CECRL

Le petit chaperon rouge au pays du CECRL | TELT | Scoop.it
Le présent article interroge la pertinence des critères habituellement retenus pour l'évaluation de la compétence lexicale dans les productions écrites.
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Interesting article (in French) which analyses the written production of A2 learners of French as a foreign language in Australia and concludes that some have C1 writing skills

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