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Investigating Native and Target Lang...

Zhang, Meixiu.

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Investigating Native and Target Language Use in Collaborative L2 Writing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating Native and Target Language Use in Collaborative L2 Writing./
作者:	Zhang, Meixiu.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	195 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10821958
ISBN:	9780438015722

Investigating Native and Target Language Use in Collaborative L2 Writing.
Zhang, Meixiu.

Investigating Native and Target Language Use in Collaborative L2 Writing. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 195 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--Northern Arizona University, 2018.

In the past three decades, a substantial body of empirical research has demonstrated that collaborative writing (CW) benefits both second language (L2) learning and the development of L2 writing skills. It facilitates language learning as it promotes deliberation on language use and negotiation for meaning and form with peers (Li & Zhu, 2017). In addition, it facilitates the development of writing proficiency through focusing learners' attention on the writing process (Louth, McAllister, & McAllister, 1993; Storch, 2013). When employing CW tasks into foreign language contexts where learners often share a first language (L1), a critical issue involves whether learners should communicate in the L1 or the L2 during such tasks. Despite previous research suggesting that L1 use fulfills important functions in CW tasks, research has yet to examine whether L1 or L2 use may lead to variation in (a) different aspects of learners' co-constructed essays, (b) learners' dyadic interactions in CW tasks, and (c) the dynamics of collaboration. This study set out to bridge these research gaps through examining the effects of L1 and L2 use in collaborative L2 writing in English as a foreign (EFL) language settings.

ISBN: 9780438015722Subjects--Topical Terms:

516208
English as a second language.

Investigating Native and Target Language Use in Collaborative L2 Writing.
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245 1 0 $a Investigating Native and Target Language Use in Collaborative L2 Writing.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 195 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: William Crawford.
502 $a Thesis (Ph.D.)--Northern Arizona University, 2018.
520 $a In the past three decades, a substantial body of empirical research has demonstrated that collaborative writing (CW) benefits both second language (L2) learning and the development of L2 writing skills. It facilitates language learning as it promotes deliberation on language use and negotiation for meaning and form with peers (Li & Zhu, 2017). In addition, it facilitates the development of writing proficiency through focusing learners' attention on the writing process (Louth, McAllister, & McAllister, 1993; Storch, 2013). When employing CW tasks into foreign language contexts where learners often share a first language (L1), a critical issue involves whether learners should communicate in the L1 or the L2 during such tasks. Despite previous research suggesting that L1 use fulfills important functions in CW tasks, research has yet to examine whether L1 or L2 use may lead to variation in (a) different aspects of learners' co-constructed essays, (b) learners' dyadic interactions in CW tasks, and (c) the dynamics of collaboration. This study set out to bridge these research gaps through examining the effects of L1 and L2 use in collaborative L2 writing in English as a foreign (EFL) language settings.
520 $a Seventy intermediate EFL learners from two sections of a writing course completed two CW tasks. In the first task, class A (n=18 pairs) communicated in the L1 and class B (n=17 pairs) interacted in the L2 while writing an argumentative essay in English. In the second task, the two sections switched the language for interaction and wrote a second essay on a similar topic. Seventy co-constructed essays were collected and analyzed for text quality and linguistic accuracy. In addition, corpus methods were employed to analyze the use of 23 linguistic features associated with grammatical complexity and the use of phraseological features in their co-constructed texts. Moreover, seventy pair talks were transcribed and analyzed to identify different functions in their pair talks. Based on learners' involvement on different functions, cluster analysis was conducted to identify different types of collaboration formed during the CW tasks. Also, a series of ANOVAs were conducted to examine how learners' collaboration types could influence the accuracy, text quality, and the use of lexico-grammatical features in their co-constructed texts. The principle findings indicated that compared with L2 interaction, the L1 interaction condition significantly facilitated the production of lexico-grammatical and phraseological features typical of academic prose in learners' co-constructed essays. In addition, although the pair talk was more collaborative and balanced in the L2 interaction condition, learners focused significantly more on language use and task management in their pair talk in the L1 interaction condition. Furthermore, no relationship was found between the accuracy and quality of learners' co-constructed texts and the dynamics of their collaboration.
520 $a Theoretically, findings in this study support a sociocultural perspective of L1 use in L2 learning and interaction approaches to L2 development. On a methodological level, this study proposes a quantitative model for analyzing the dynamics of collaboration in a bottom-up fashion. In addition, it supports the feasibility of applying corpus methods to detecting text variation in small- or medium-scale corpora of learner writing. Pedagogically, this research helps L2 instructors make better-informed decisions when implementing CW tasks in teaching.
590 $a School code: 0391.
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