Journal of Second Language Writing最新文献

英文中文

Constructing discoursal scholarly identities in research writing over time and across space: A case study of Chinese transnational scholars 跨时空建构研究写作中的话语学术身份：以中国跨国学者为例

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-12-12 DOI: 10.1016/j.jslw.2025.101279

Qi Qi , Cecilia Guanfang Zhao

While interest in identity issues continues to grow in second language writing research, the construction of discoursal scholarly identity in research writing remains underexplored, particularly for transnational scholars. This case study, grounded in Ivanič’s (1998) framework of discoursal construction of writer identity, examined two Chinese transnational scholars’ perceptions and constructions of their discoursal scholarly identities in academic publishing over time and across space. Analysis of their self-identified representative works, relevant text histories, and reported writing experiences revealed that as the scholars’ academic experiences evolved, they developed a deeper understanding of discoursal scholarly identity, and negotiated an intended scholarly identity by navigating complex relationships with community members, rather than passively meeting gatekeepers’ expectations. While adapting to the local academic environment, they also leveraged international knowledge and resources to shape and develop their desired discoursal scholarly identity. Theoretically, these findings refine our understanding of discoursal identity construction in relation to concepts of time and space. Practically, the study provides pedagogical guidance to writing instructors and educators on how they could best support transnational and multilingual writers in developing their scholarly identities while navigating relationships with various stakeholders across different contexts and career stages.

虽然在第二语言写作研究中对身份问题的兴趣持续增长，但研究性写作中话语学术身份的构建仍未得到充分探索，特别是对于跨国学者而言。本研究以伊凡尼斯基（1998）的作家身份话语建构框架为基础，考察了两位中国跨国学者在跨时空的学术出版中对其话语学术身份的认知和建构。通过对他们自我认同的代表作品、相关文本历史和写作经历的分析表明，随着学者学术经历的发展，他们对话语学术身份有了更深的理解，并通过与社区成员的复杂关系来协商学术身份，而不是被动地满足看门人的期望。在适应当地学术环境的同时，他们也利用国际知识和资源来塑造和发展他们想要的话语学术身份。从理论上讲，这些发现完善了我们对话语认同建构与时间和空间概念的关系的理解。实际上，该研究为写作教师和教育工作者提供了教学指导，指导他们如何在与不同背景和职业阶段的各种利益相关者建立关系的同时，最好地支持跨国和多语种作家发展他们的学术身份。

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引用次数: 0

A theoretical framework of collaborative authorial voice: Cognitive, social, and textual dimensions 协作作者声音的理论框架：认知、社会和文本维度

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-12-12 DOI: 10.1016/j.jslw.2025.101278

Baraa Khuder , Bojana Petric

Authorial voice in academic writing reflects how writers construct and assert authority within their disciplinary communities. While voice has so far been examined through linguistic, sociocultural, metadiscourse and other perspectives, existing frameworks have largely focused on individual authorship, overlooking the complexities of collaborative writing. This study introduces a comprehensive multidimensional theoretical framework that integrates intrapersonal (cognitive, metacognitive, and emotional), interactional (negotiation and power dynamics), and behavioral (textual enactment) dimensions to trace how authorial voice is constructed in collaboration. Through a longitudinal case study, this paper examines how voice is shaped through distributed cognitive processes, feedback negotiations, and textual positioning. Findings reveal that authorial voice is not a fixed attribute but a cognitively developmental, socially situated, and rhetorically negotiated construct. Co-authors and gatekeepers play a central role in shaping voice, sometimes enabling agency, other times constraining it. By applying this theoretical framework to collaborative writing for publication, this study offers a novel lens for analyzing voice as a distributed and dialogic developmental phenomenon. The framework advances theorizing beyond individual-centered accounts and offers methodological guidance for studying voice across drafts, actors, and feedback channels in collaborative research contexts.

学术写作中的权威声音反映了作者如何在其学科社区中构建和维护权威。到目前为止，人们已经从语言学、社会文化、元话语和其他角度对声音进行了研究，但现有的框架主要集中在个人作者身上，忽视了合作写作的复杂性。本研究引入了一个综合的多维理论框架，该框架整合了个人（认知、元认知和情感）、互动（谈判和权力动力学）和行为（文本制定）维度，以追踪作者在合作中如何构建声音。通过纵向案例研究，本文探讨了语音是如何通过分布式认知过程、反馈谈判和文本定位形成的。研究结果表明，作者的声音不是一种固定的属性，而是一种认知发展、社会地位和修辞协商的结构。共同作者和看门人在塑造声音方面发挥着核心作用，有时是促成代理，有时是限制代理。通过将这一理论框架应用于出版合作写作，本研究提供了一个新的视角来分析声音作为一种分布的、对话的发展现象。该框架在以个人为中心的叙述之外推进了理论化，并为在合作研究背景下跨草案、行动者和反馈渠道研究声音提供了方法论指导。

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引用次数: 0

Global Englishes language teaching and second language writing: A disciplinary dialogue 全球英语教学与第二语言写作：学科对话

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-12-01 DOI: 10.1016/j.jslw.2025.101257

Icy Lee , Pauline Mak

引用次数: 0

Selected bibliography of recent scholarship in second language writing 最近第二语言写作奖学金的参考书目

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-12-01 DOI: 10.1016/j.jslw.2025.101266

Carolina Pelaez-Morales , Colleen Brice

引用次数: 0

JSLW Editorial for December 2025 2025年12月JSLW社论

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-12-01 DOI: 10.1016/j.jslw.2025.101267

YouJin Kim, Stephen Doolan

引用次数: 0

Developing a feedback framework for English for Research and Publication Purposes (ERPP) in L2 writing 为研究和出版用英语（ERPP）的第二语言写作建立一个反馈框架

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-11-18 DOI: 10.1016/j.jslw.2025.101265

Xingyu Zhang, Yaqiong Cui, Hui Jin, Yuan Gao

The growing pressure on graduate students to publish papers in international journals has intensified the need for effective English for Research and Publication Purposes (ERPP) feedback. However, existing research features a lack of a comprehensive framework incorporating feedback from different providers and systematic comparisons of feedback practices across provider groups and disciplines. To address these gaps, guided by Evidence-centered Design model, this study developed and validated an integrated framework to capture the feedback foci of the academic support ecosystem, including writing center tutors (EFL teachers and international instructors), academic supervisors, and journal reviewers, based on their written feedback on 62 manuscripts across disciplines. Constructed through an iterative process that linked theoretical constructs with empirical evidence, the framework was validated via expert deliberations, EAP teachers’ evaluations on manuscripts blinded to prior feedback, and effectiveness testing with student users. Its application revealed a clear tripartite functional specialization among providers and a strong cross-disciplinary consensus on fundamental standards of academic writing. This ECD-grounded framework provides a structured yet adaptable tool to enhance EFL teachers’ and learners’ feedback literacy, enabling more targeted instruction and informed collaborative ERPP feedback strategies.

研究生在国际期刊上发表论文的压力越来越大，因此更需要有效的研究和出版英语（ERPP）反馈。然而，现有研究的特点是缺乏一个综合框架，包括来自不同提供者的反馈，以及跨提供者群体和学科的反馈实践的系统比较。为了解决这些差距，在以证据为中心的设计模型的指导下，本研究开发并验证了一个综合框架，以捕捉学术支持生态系统的反馈焦点，包括写作中心导师（英语教师和国际讲师）、学术主管和期刊审稿人，基于他们对62篇跨学科手稿的书面反馈。通过将理论结构与经验证据联系起来的迭代过程构建，该框架通过专家审议、EAP教师对不考虑先前反馈的手稿的评估以及学生用户的有效性测试来验证。它的应用揭示了提供者之间明确的三方职能专业化和对学术写作基本标准的强烈跨学科共识。这个基于ecd的框架提供了一个结构化但适应性强的工具，以提高英语教师和学习者的反馈素养，实现更有针对性的教学和知情的协同ERPP反馈策略。

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引用次数: 0

Developing antiracist pedagogy & linguistic justice in cross-cultural composition through the “Toward Antiracist First-Year Composition Goals” statement 通过“迈向反种族主义第一年作文目标”声明，发展反种族主义教学法与跨文化作文中的语言正义

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-11-14 DOI: 10.1016/j.jslw.2025.101264

Madeline Crozier Sutton , Tanita Saenkhum

While the publication of the “Toward Antiracist First-Year Composition Goals” Statement (Beavers et al., 2021) received much attention in the field of writing program administration, instructors need practical examples to demonstrate how to apply its conceptual framework to the composition classroom. This teaching report models how to use the Statement to design an antiracist cross-cultural first-year composition course. In order to promote antiracist pedagogy and linguistic justice, the course curriculum and assessment followed the Statement’s four dimensions: rhetorical knowledges, critical languaging, laboring as embodied processes, and conventions as languaging practices. Then, we conducted a small-scale classroom study to investigate multilingual students’ and instructors’ perspectives on the course curriculum. Participant perspectives show that cross-cultural composition courses can achieve antiracist aims and promote linguistic justice using the Statement as a guiding framework. The course design and student perspectives shed light on how the Statement can be used by program administrators and teachers to develop antiracist cross-cultural composition courses to address local context and constraints.

虽然“针对反种族主义的第一年作文目标”声明（Beavers et al., 2021）的出版在写作项目管理领域受到了广泛关注，但教师需要实际的例子来演示如何将其概念框架应用于作文课堂。这篇教学报告模拟了如何使用声明来设计一门反种族主义的跨文化一年级作文课程。为了促进反种族主义教学法和语言正义，该课程的课程设置和评估遵循了《宣言》的四个维度：修辞知识、批判性语言、作为体现过程的劳动和作为语言实践的惯例。然后，我们进行了一项小规模的课堂研究，以调查多语种学生和教师对课程课程的看法。参与者的观点表明，以《宣言》为指导框架，跨文化作文课程可以达到反种族主义的目的，促进语言正义。课程设计和学生的观点揭示了项目管理者和教师如何利用该声明来开发反种族主义的跨文化作文课程，以解决当地的环境和制约因素。

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引用次数: 0

Academic socialization with generative AI: A longitudinal case study of an L2 graduate student’s academic literacies development 生成性人工智能的学术社会化：第二语言研究生学术素养发展的纵向个案研究

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-11-14 DOI: 10.1016/j.jslw.2025.101263

Xiao Tan

Historically, L2 students face numerous challenges in academic discourse socialization where the dominant language is not their first language. In addition to overcoming linguistic barriers, they have to navigate opaque academic conventions and power dynamics often on their own. The advancement of large language models offers new opportunities to support L2 students’ academic socialization by providing resources and potentially mitigating unequal power relations. The case study adopts a longitudinal approach to understand how an international, English as a Second Language graduate student named Caroline leverages ChatGPT to help her develop academic literacies and socialize into the academic community in her first year. Data were collected from seven monthly interviews over a year, survey responses, and records with ChatGPT. The findings suggest that Caroline used ChatGPT not only for reading and writing support but also to explore new genres, navigate disciplinary expectations, and generate research ideas, all of which contributed to her growing research interest, genre knowledge, disciplinary identity, and confidence in participating in academic activities. While providing valuable empirical support to the affordances of GenAI in assisting academic discourse socialization, the study also raises urgent questions regarding Caroline’s identity crisis and potential learning losses when GenAI use is heavily involved in academic tasks.

从历史上看，第二语言学生在学术话语社会化中面临着许多挑战，因为主导语言不是他们的母语。除了克服语言障碍外，他们还必须经常独自应对不透明的学术惯例和权力动态。大型语言模型的发展通过提供资源和潜在地减轻不平等的权力关系，为支持第二语言学生的学术社会化提供了新的机会。本案例研究采用纵向方法来了解国际英语作为第二语言研究生卡罗琳如何利用ChatGPT帮助她在第一年培养学术素养并融入学术社区。数据收集自一年中七个月的访谈、调查回复和ChatGPT的记录。研究结果表明，Caroline不仅使用ChatGPT进行阅读和写作支持，而且还使用ChatGPT探索新类型，导航学科期望，并产生研究想法，所有这些都有助于她不断增长的研究兴趣，类型知识，学科身份和参与学术活动的信心。在为GenAI在协助学术话语社会化方面的作用提供宝贵的实证支持的同时，本研究也提出了一些紧迫的问题，即当GenAI在学术任务中大量使用时，卡罗琳的身份危机和潜在的学习损失。

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引用次数: 0

‘A quest gone too far’: Rhetorical citizenship in secondary students’ L2 English writing “走得太远了”：中学生第二语言写作中的修辞公民意识

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-11-12 DOI: 10.1016/j.jslw.2025.101262

Ingrid Rodrick Beiler , Kristin Torjesen Marti

In contrast to studies of academic writing, research on secondary students’ L2 writing has tended to emphasize formal characteristics. Highlighting instead meaning-making in L2 English writing, this study aims to explore secondary student writers’ enactment of rhetorical citizenship, that is, the discursive constitution of membership in a community. The focal data consist of 34 argumentative essays, which are contextualized by ethnographic data (e.g., fieldnotes, classroom recordings, interviews) from two English classes at a Norwegian upper secondary school. Combining metaphor and discourse analysis, the study investigates rhetorical functions of metaphors and rhetorical framing of societal issues. Findings show, firstly, that students use metaphors to emphasize distinctions between actors and heighten the stakes of arguments. Secondly, students tend to map societal problems onto countries other than their own, in ways that mirror classroom discourse, while their personal positioning shapes the force of argumentation about issues that have received less attention in class. We discuss implications for L2 English writing education, including the importance of learning to both express opinions and engage substantively with the perspectives of others, within a critical self-reflexive frame. The study contributes to reframing L2 English writing as emergent democratic participation.

与学术写作的研究相比，对中学生第二语言写作的研究倾向于强调形式特征。本研究以第二语言英语写作中的意义建构为重点，旨在探讨中学生作家的修辞公民身份，即社区成员的话语构成。重点数据包括34篇议论文，这些论文是由来自挪威一所高中两个英语班的民族志数据（如田野笔记、课堂录音、访谈）语境化的。本研究将隐喻与话语分析相结合，探讨隐喻的修辞功能和社会问题的修辞框架。研究结果表明，首先，学生使用隐喻来强调演员之间的区别，并提高争论的利害关系。其次，学生倾向于将社会问题映射到他们自己以外的国家，以反映课堂话语的方式，而他们的个人定位塑造了对课堂上较少受到关注的问题的辩论力量。我们讨论了第二语言英语写作教育的意义，包括在批判性自我反思框架内学习表达意见和实质性地参与他人观点的重要性。该研究有助于将第二语言英语写作重新定义为新兴的民主参与。

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Beyond models: SLW teachers’ pedagogical knowledge and instructional practices with mentor texts 超越模式：SLW教师的教学知识和导师文本教学实践

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-11-08 DOI: 10.1016/j.jslw.2025.101261

Angela Hakim , Christine M. Tardy , Emily Palese

Mentor texts play a central role in genre-based writing instruction, where students explore rhetorical and formal features of texts used in different writing situations. However, second language writing (SLW) teachers’ knowledge of and instructional practices with mentor texts have been underexplored. Drawing on the results from a survey and one-to-one interviews with SLW instructors in two U.S. university writing programs, this study sought to investigate teachers’ pedagogical knowledge of and instructional practices with mentor texts. The findings from this study suggest that the instructors use texts for a range of pedagogical activities, but that they face significant challenges in locating, selecting, and using mentor texts. The findings also provide insight into the complex set of knowledge domains that SLW teachers draw on, as well as the tensions that can arise when doing so. The paper concludes with a discussion of implications for SLW teacher education, professional development, and resource and materials development, and offers suggestions for future research.

导师文本在基于体裁的写作教学中发挥着核心作用，学生在这里探索不同写作情境中使用的文本的修辞和形式特征。然而，第二语言写作教师对导师文本的认识和教学实践尚未得到充分的探讨。根据对两所美国大学写作项目的SLW教师的调查和一对一访谈结果，本研究试图调查教师对导师文本的教学知识和教学实践。本研究的结果表明，教师在一系列教学活动中使用文本，但他们在定位、选择和使用导师文本方面面临着重大挑战。研究结果还提供了对SLW教师所使用的复杂知识领域的见解，以及在此过程中可能出现的紧张局势。文章最后讨论了对低语言学习教师教育、专业发展和资源材料开发的启示，并对未来的研究提出了建议。

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