Journal of Second Language Writing最新文献

英文中文

EFL undergraduate students’ thinking and awareness in genre-based writing: Conceptualizing rhetorical moves and experimenting with linguistic knowledge 英语本科生体裁写作中的思维与意识：修辞动作的概念化与语言知识的实验

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-09-25 DOI: 10.1016/j.jslw.2025.101243

Naoko Mochizuki

In genre-based writing classes, students’ understanding and application of genre concepts vary based on their backgrounds and contexts. However, the thought processes underlying students’ genre-based writing remain understudied, particularly in undergraduate English for General Academic Purposes (EGAP) classes in English as a Foreign Language (EFL) settings. To address this gap, this ethnographic case study explores students’ thinking and awareness during genre-based academic essay writing in EGAP classes I taught at a university in Japan. Data were collected from students’ genre analysis of a sample text, drafts, annotated revised essays, written reflections, and recordings of writing conferences. The analysis reveals shifts in students’ reading stances during genre analysis, and their simplistic conceptualizations of perceived genre characteristics (e.g., rhetorical moves) and their experimentations with L2 linguistic knowledge based on rhetorical considerations (e.g., to express own thoughts in the text) during text construction. These findings highlight students’ evolving genre knowledge, genre and language needs, and potential for learning, as well as gaps in my genre-based teaching. Informed by critical reflection on my teaching practices, pedagogical implications emphasize the importance of promptly eliciting and addressing students’ emerging needs during text construction through explicit guidance and metacognitive scaffolding.

在体裁写作课上，学生对体裁概念的理解和应用会因背景和语境的不同而有所不同。然而，学生基于体裁的写作背后的思维过程仍未得到充分研究，特别是在英语作为外语（EFL）设置的本科通用学术英语（EGAP）课程中。为了解决这一差距，这个民族志案例研究探讨了我在日本一所大学教授的EGAP课程中，学生在基于体裁的学术论文写作过程中的思考和意识。数据收集自学生对样本文本的体裁分析、草稿、带注释的修改文章、书面反思和写作会议记录。分析揭示了学生在体裁分析过程中阅读立场的转变，以及他们在语篇构建过程中对体裁特征的简单概念化（如修辞动作）和基于修辞考虑（如在语篇中表达自己的想法）对二语语言知识的实验。这些发现突出了学生不断发展的体裁知识、体裁和语言需求、学习潜力，以及我基于体裁的教学中的差距。通过对我教学实践的批判性反思，教学暗示强调通过明确的指导和元认知支架在文本构建过程中迅速引出和解决学生新出现的需求的重要性。

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引用次数: 0

Syntactic complexity and L2 Chinese proficiency: An analysis of Malaysian CSL learners’ writing 句法复杂性与二语汉语熟练程度：马来西亚CSL学习者写作分析

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-09-24 DOI: 10.1016/j.jslw.2025.101242

Zhouye Zhu, Wenxin Xiong

A substantial body of research has investigated the role of syntactic complexity in gauging second language (L2) learners’ writing performance, but Malaysian Chinese-as-a-second-language (CSL) learners remain largely underexplored. This study examined the relationship between syntactic complexity and L2 Chinese proficiency in Malaysian CSL learners’ writing. Our data consisted of a corpus of 976 essays written by Malaysian CSL learners over eight consecutive semesters spanning four academic years. Each essay was analyzed using 13 syntactic complexity measures based on length, quantity and dependency distance at both global and phrasal levels. Results revealed that 12 of the 13 indices showed significant differences across four proficiency levels, with mean dependency distance of sentence having the largest effect size. Our findings contribute to the multidimensional measurement of L2 syntactic complexity, promote a more inclusive representation of learner diversity in L2 writing research, and offer valuable insights for L2 Chinese writing research and pedagogy.

大量的研究已经调查了句法复杂性在衡量第二语言（L2）学习者写作表现中的作用，但马来西亚汉语作为第二语言（CSL）学习者在很大程度上仍未得到充分的研究。本研究考察了马来西亚对外汉语学习者写作中句法复杂性与二语汉语熟练程度的关系。我们的数据包括马来西亚CSL学习者在四个学年中连续八个学期写的976篇论文的语料库。每篇文章使用13种句法复杂性指标进行分析，这些指标基于长度、数量和依赖距离，在全球和短语层面都是如此。结果显示，13项指标中有12项在4个熟练程度上存在显著差异，其中句子平均依赖距离的效应量最大。我们的研究结果有助于对二语句法复杂性的多维测量，促进二语写作研究中学习者多样性的包容性表现，并为二语汉语写作研究和教学提供有价值的见解。

引用次数: 0

Embracing Global Englishes approach to teaching multilingual writing via EIL-aware Teacher Education 采用全球英语的方法，通过eil意识教师教育教授多语言写作

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-09-24 DOI: 10.1016/j.jslw.2025.101244

Roby Marlina

This paper responds to Christine Tardy’s observation of multilingual writing teachers’ lack of engagement with scholarship on writing pedagogy with the Global Englishes orientation. It explores how the EIL-aware Teacher Education framework can be applied to multilingual writing teacher development, with the aim of preparing practitioners to teach writing through the Global Englishes lens. Specifically, it illustrates how teachers can be supported through three interconnected phases – Exposure, Critical Awareness, and Action Plan – that progressively foster reflection, awareness, and pedagogical transformation. It concludes with a discussion of challenges and reflections, highlighting the need to move beyond the academic sphere to realise a more pluricentric and context-sensitive approach to writing pedagogy.

本文回应了克里斯汀·塔迪关于多语种写作教师缺乏与全球英语取向的写作教育学学术接触的观察。它探讨了如何将意识到eil的教师教育框架应用于多语言写作教师的培养，目的是为从业者通过全球英语的视角教授写作做好准备。具体来说，它说明了如何通过三个相互关联的阶段——曝光、批判性意识和行动计划——来支持教师，逐步促进反思、意识和教学转变。它以挑战和反思的讨论结束，强调需要超越学术领域，实现更多元中心和上下文敏感的写作教学方法。

引用次数: 0

A cross-linguistic perspective on the relationship between syntactic complexity and Chinese L2 writing quality 句法复杂性与汉语第二语言写作质量关系的跨语言视角

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-09-09 DOI: 10.1016/j.jslw.2025.101241

Yuxin Hao , Sijia Guo , Shuai Bin , Haitao Liu

Existing studies have shown that when learners with different L1s learn the L2, their L2 syntactic complexity will show different differences due to the influence of different L1s. However, previous research mainly stays at the macro level of L1 as an influencing factor. In addition, no research has discussed the impact of L1 on the relationship between SC and L2 writing quality. Through a linear mixed-effects model, our study examined whether large-grained and fine-grained indicators predict the quality of learners' Chinese L2 writing differently depending on the learners' L1s. The study found that: (1) The whole model of large-grained indicators explained 51.96 % of the variance (fixed effects: 39.17 %; random effects: 12.65 %). The relationship between the mean length of sentence, mean length of clause, mean length of T-unit, clauses per sentence, T-units per sentence, and dependency distance indicators and scores was moderated by L1s. (2) The whole model of fine-grained indicators explained 59.6 % of the variance (fixed effects: 53.9 %; random effects: 5.4 %). The ratio of subject-verb, adverbial, and coordinate were moderated by the L1 and showed differences between groups. We found that even those indicators that are common across languages may show different effects when predicting scores due to different L1s (subject-verb, adverbial).

已有研究表明，不同l1的学习者在学习第二语言时，由于不同l1的影响，他们的第二语言句法复杂性会表现出不同的差异。然而，以往的研究主要停留在宏观层面的母语作为影响因素。此外，还没有研究讨论过母语对SC和L2写作质量之间的关系的影响。通过一个线性混合效应模型，我们的研究考察了大粒度和细粒度指标对学习者汉语第二语言写作质量的预测是否因学习者的外语水平而异。研究发现：(1)整个模型的大粒度指标解释了51.96 %的方差（固定效应39.17 %，随机效应12.65 %）。句子平均长度、小句平均长度、t -单位平均长度、句子句数、句子t -单位与依赖距离指标和得分之间的关系被l15调节。(2)整个模型的细粒度指标解释了59.6% %的方差（固定效应53.9% %，随机效应5.4 %）。主谓比、状语比、座标比受L1调节，且组间存在差异。我们发现，即使是那些跨语言通用的指标，在预测分数时也可能由于l15（主谓、状语）的不同而表现出不同的效果。

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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 : 2025-09-01 DOI: 10.1016/j.jslw.2025.101236

Colleen Brice , Carolina Pelaez-Morales

引用次数: 0

Effects of extracurricular academic reading on syntactic development in L2 abstract writing 课外学术阅读对二语抽象写作句法发展的影响

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-09-01 DOI: 10.1016/j.jslw.2025.101240

Xiaoyi Bi, Zewen Wang

This study investigates how and to what extent extracurricular academic reading (AR) enhances the syntactic complexity (SC) of graduate students’ abstract writing. Through a semester-long AR programme, we collected and analysed research article abstracts written by 30 s-year graduate students majoring in English literature, compared with another 30 English literature students who did not participate in the AR programme. By using a combined set of large- and fine-grained SC indices, the results showed the AR group exhibited significantly greater development of SC than the comparison group. It was found that AR students produced longer sentences, and used more subordination, complex nominals, verb phrases, nominal clauses, initial adverbial participle clauses, finite relative clauses, and multiple prepositional phrases after AR programme. In contrast, the comparison group showed growth only in the holistic length of sentence, the usage of coordination phrases and multiple-word sequences as pre-modifiers. The findings suggest that AR programme contributes to the SC development of AR students, who gained a deeper understanding of the abstract genre and its rhetorical structure. This study also provides new insights and pedagogical implications for L2 academic writing instruction.

本研究旨在探讨课外学术阅读如何以及在多大程度上提高研究生抽象写作的句法复杂性。通过一个学期的AR项目，我们收集并分析了30名 英语文学专业的5年级研究生所写的研究论文摘要，并与另外30名没有参加AR项目的英语文学专业的学生进行了比较。通过使用一组大粒度和细粒度SC指数的组合，结果显示AR组的SC发育明显高于对照组。研究发现，AR学生在完成AR课程后，句子的长度增加，并且使用了更多的从属关系、复杂名词、动词短语、名义分句、状语分词的起始分句、有限关系分句和多个介词短语。相比之下，对照组仅在句子的整体长度、配合短语的使用和多词序列作为前置修饰语方面有所增长。研究结果表明，AR课程有助于AR学生的SC发展，他们对抽象体裁及其修辞结构有了更深的理解。本研究也为第二语言学术写作教学提供了新的见解和教学意义。

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引用次数: 0

Scholarly trends and representations of L2 writers in second language writing: A corpus-assisted discourse study 第二语言作家在第二语言写作中的学术趋势和表现：语料库辅助语篇研究

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-09-01 DOI: 10.1016/j.jslw.2025.101239

Qudus Ayinde Adebayo

This study examines the discursive constructions of scholarly trends and the representations of L2 writers in the field of second language writing (SLW) from 1995 to 2022. In the first analysis phase of this corpus-assisted discourse study (CADS), high-frequency lexical items displaying significant diachronic shifts were identified using coefficient of variance (CV) and Kendall’s tau measures. They were then explored through collocation, concordance, and additional qualitative analyses. The analyses showed an increasing construction of writing as a multimodal and technology-mediated activity, feedback as a dynamic pedagogical practice, and linguistic structures as a window into L2 writing development. Initialisms that may contribute to essentialist discourses, such as “ESL” (English as a second language) and “NNSs” (non-native speakers), were found to be declining in use. Building on these broader trends, the second phase focused on the strong collocates of “writer(s).” Of these collocates, the ones most increasing or decreasing in use with the node word were identified and also examined through concordance and further qualitative analyses. The findings indicate a gradual shift from fixed to fluid framings of L2 writers. This study concludes with implications for conducting historical inquiries into SLW and understanding the representations of L2 writers.

本研究考察了1995年至2022年二语写作领域学术趋势的话语结构和二语作家的表现。在语料库辅助语篇研究（CADS）的第一个分析阶段，使用变异系数（CV）和肯德尔tau测量来识别具有显著历时偏移的高频词汇项目。然后通过搭配、一致性和额外的定性分析来探索它们。分析表明，越来越多的人认为写作是一种多模态和技术介导的活动，反馈是一种动态的教学实践，语言结构是二语写作发展的一个窗口。可能有助于本质论话语的首字母缩略词，如“ESL”（英语作为第二语言）和“NNSs”（非母语人士），被发现使用频率正在下降。在这些更广泛的趋势的基础上，第二阶段的重点是“作家”的强大搭配。在这些搭配中，通过一致性和进一步的定性分析，确定了与节点词使用最多或使用最少的搭配。研究结果表明，第二语言作者的框架逐渐从固定向流动转变。本研究总结了对二语写作的历史调查和理解二语作者的表征的启示。

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引用次数: 0

Towards a GELT-informed pedagogy for multilingual writing: Expanding Tardy’s case 迈向多语言写作的gelt教学法：扩展Tardy的案例

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-08-30 DOI: 10.1016/j.jslw.2025.101238

Heath Rose , Jim McKinley

引用次数: 0

Dialogic entanglements in researcher identity: A duoethnographic exploration of critical (self)reflexive moments of two transnational L2 writing scholars 研究者身份的对话纠葛：对两位跨国二语写作学者关键（自我）反思时刻的多民族志探索

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-08-28 DOI: 10.1016/j.jslw.2025.101235

Marie Webb , Young Wha Lee

Utilizing duoethnography during a collaborative post-dissertation research period, this study investigates the evolving research skills and professional identities of two transnational second language (L2) writing teacher-scholars. Through critical reflection on their L2 writing teacher identity dissertation scholarship, the authors respond to calls for transparent and reflexive research that addresses the complexities of language teacher-scholar practices (Lee et al., 2022, Sánchez-Martín and Seloni, 2019) and decolonized methodologies in the field of Second Language Writing (Kubota, 2022). The authors explore how their transnational experiences, intersectional identities, and disciplinary expertise as L2 writing scholars shaped their understandings of reflexivity during and beyond their doctoral dissertation journeys. Their narratives highlight critical (self)reflexive moments, unpacking the development of diverse researcher reflexivity orientations (Olmos-Vega et al., 2022). The narratives culminate by showcasing the transformative journey of the authors’ researcher identities and positionalities at the nexus of TESOL/writing teacher educator (TE) and L2 writing teacher identity research. Key findings highlight the role of methodological, contextual, and (self)reflexivity in fostering decolonizing views of methodology and critical perspectives on L2 writing scholarship. The authors underscore the value of duoethnographic or narrative analytic strategies in addressing the political challenges inherent in transnational scholarship, doctoral mentoring, and academic writing.

本研究利用多民族志在论文后的合作研究阶段，调查了两个跨国第二语言（L2）写作教师学者不断发展的研究技能和专业认同。通过对他们的第二语言写作教师身份论文奖学金的批判性反思，作者回应了对透明和反思性研究的呼吁，这些研究解决了语言教师学者实践的复杂性（Lee等人，2022，Sánchez-Martín和Seloni， 2019）和第二语言写作领域的非殖民化方法（Kubota, 2022）。作者探讨了他们作为第二语言写作学者的跨国经历、交叉身份和学科专长如何在博士论文期间和之后塑造了他们对反身性的理解。他们的叙述突出了关键的（自我）反思时刻，揭示了不同研究人员反思取向的发展（Olmos-Vega et al., 2022）。在TESOL/写作教师教育者（TE）和第二语言写作教师身份研究的关系中，作者的研究者身份和立场的转变之旅达到了高潮。主要研究结果强调了方法论、语境和（自我）反思性在培养非殖民化的方法论观点和第二语言写作学术批判性观点方面的作用。作者强调了多元民族志或叙事分析策略在解决跨国奖学金、博士指导和学术写作中固有的政治挑战方面的价值。

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The case for a GELT paradigm in teaching multilingual writing GELT教学法在多语写作教学中的案例

IF 4.5 1区文学 Q1 LINGUISTICS

Journal of Second Language Writing

Pub Date : 2025-08-14 DOI: 10.1016/j.jslw.2025.101232

Christine M. Tardy

The Global Englishes (GE) paradigm, including Global Englishes Language Teaching (GELT), offers a framework for understanding and teaching second language/multilingual writing in today’s global and digital contexts. GE/GELT recognizes the diversity of English writing, provides tools for developing GE-aware multilingual writers, and presents an important counter to the homogenizing forces of gatekeeping and, most recently, generative AI. GE/GELT is positioned here as an umbrella framework that emphasizes shared ideologies, values, and goals among several areas of research that are often positioned as separate from the field of second language writing: World Englishes, multilingualism, translanguaging, critical language awareness, and English as a lingua franca. In this paper, I argue for a more prominent role of GE/GELT in multilingual writing instruction and outline what a GELT orientation might look like in today’s multilingual writing classroom.

全球英语（GE）范式，包括全球英语语言教学（GELT），为在当今全球化和数字化背景下理解和教授第二语言/多语言写作提供了一个框架。GE/GELT认识到英语写作的多样性，为培养了解GE的多语种作家提供了工具，并对守门人的同质化力量以及最近的生成式人工智能提出了重要的反击。GE/GELT在这里被定位为一个伞形框架，强调在几个研究领域之间的共同意识形态、价值观和目标，这些研究领域通常被定位为独立于第二语言写作领域：世界英语、多语言、翻译语言、批判性语言意识和英语作为通用语。在本文中，我主张GE/GELT在多语写作教学中发挥更突出的作用，并概述了GELT在当今多语写作课堂中的定位。

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