刊讯丨SSCI 期刊 《二语写作杂志》2022年第55卷

Journal of Second Language Writing

Volume 55, Issue 6, March 2022

Journal of Second Language Writing（SSCI一区，2021 IF: 5.448）2022年第55卷共发文6篇，其中3篇研究论文，3篇书评。论文涉及二语写作中写作过程与产出的交互、多语种学术写作、共同适应等内容。

目录

ARTICLES

■Investigating the interactions between L2 writing processes and products under different task planning time conditions, by Mahmoud Abdi Tabari

■Multilingual academic genre knowledge: Insights from a mixed-method study of post-graduate students in Kazakhstan， by Andrey Chsherbakov, Bridget Goodman, Dastan Kapashev.

■ A study of co-adaptation through journaling, by Gary G. Fogal, Dennis Koyama.

BOOK REVIEWS

■Lubie Grujicic-Alatriste and Cathryn Crosby Grundleger (Eds.), Second Language Writing in Transitional Spaces: Teaching and Learning across Educational Contexts, University of Michigan Press (2020). 280 pp., Paperback: $31.00; E-book: $28.00., by Tanita Saenkhum.

■Understanding Chinese Multilingual Scholars’ Experiences of Writing and Publishing in English: A Social-Cognitive Perspective, Congjun Mu. Springer International Publishing, Cham, Switzerland (2020), 260, Hardback: $109.99; Paperback: $74.99; E-book: $59.99., by Yanning Dong.

■Internationalizing the Writing Center: A Guide for Developing a Multilingual Writing Center, Noreen Groover Lape. Parlor Press LLC (2020), 205, by Olalekan T. Adepoju.

摘要

Investigating the interactions between L2 writing processes and products under different task planning time conditions

Abstract 

This study adopted an integrated approach to investigate how second language (L2) writers engaged in cognitive processes during planning and writing and generated their written products under a randomly assigned planning time condition. Participants were 160 intermediate-high L2 writers who performed a narrative task under either the pre-task planning condition (PTP), the online planning condition (OLP), the combination of the pre-task and online planning condition (PTP/OLP), or the no planning condition (NP). Furthermore, 60 writers, randomly selected from the four task conditions, participated in video stimulated recall interviews (VSRIs). L2 writers’ performance was analyzed using complexity, accuracy, and fluency (CAF) measures. Quantitative analyses revealed that PTP, OLP, and PTP/OLP improved complexity and fluency, but OLP and PTP/OLP fostered accuracy while PTP had no effect compared to NP. Additionally, only the paired interaction between PTP/OLP and PTP was positive for fluency while other paired interactions remained insignificant. The VSRIs also demonstrated that while PTP facilitated attention to the planning processes and OLP improved attention to the translating processes and monitoring system, PTP/OLP aided in differentially attending to the writing systems and processes. These results suggest that task planning mitigated specific demands on L2 writers’ cognitive processes and fostered writing products.

Key words

Task planning, CAF, Video stimulated recall, Writing processes, Written products

Andrey Chsherbakov, Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan

Bridget Goodman, Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan

Dastan Kapashev, Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan

Abstract 

In an increasing number of post-graduate programmes in Kazakhstan, students may be expected to produce academic or professional texts in up to three languages—Kazakh, Russian, and English. While previous research has shown the benefits of genre-based approaches to English academic development, this study seeks to understand students’ development of genre knowledge in multiple languages simultaneously. Using Tardy’s (2009) four-part genre knowledge framework, a survey measuring self-reported genre knowledge in three languages was developed and administered to Master’s and PhD students (n=283) at 6 Kazakhstani universities, followed by interviews of students (n=43), teachers (n=34) and administrators (n=30) on approaches to genre knowledge development. Survey data revealed students generally have higher genre knowledge in Russian, followed by Kazakh and English. Students have higher Formal knowledge than other types of genre knowledge across languages. Interview findings suggest students are primarily influenced by IELTS exam-based, Formal knowledge approaches to education in English. The results suggest a need for both explicit instruction in non-structural elements of genre knowledge in three languages, and expanded identification of the key components of genre knowledge in languages other than English.

Key words

Genre-specific knowledge, Trilingual, Factor analysis, Formal, Process, Rhetorical,Subject matter knowledge, Pedagogies, Kazakhstan

A study of co-adaptation through journaling

Gary G. Fogal, Faculty of Liberal Arts, Sophia University, Japan

Dennis Koyama，Faculty of Liberal Arts, Sophia University, Japan

Abstract 

The present study, framed by complex dynamic systems theory (de Bot et al., 2007; Larsen-Freeman & Cameron, 2008), explores the relationship between co-adaptation and journaling. Primarily viewed as a theoretical, explanatory mechanism, co-adaptation—a process describing how components of a dynamic system (e.g., a classroom) interact and reorganize their behavior in mutually influential ways to solve local problems (e.g., communication)—also holds promise as a teaching tool for developing L2 academic literacy (Fogal et al., 2020). To investigate this underexamined possibility, the present classroom-based study engages with journaling as a form of educational practice for academic literacy development. This study examines context-related affordances and an iterative series of daily journal entries and instructor reflections through a thematic analysis in line with design-based research and based on Baba (2020). Findings highlight how co-adaptation through journaling can help describe developmental processes and assist teachers and learners in developing academic literacy practices. This work contributes to discussions about how to conceptualize and operationalize classrooms as co-adaptive and relational spaces and invites instructors to reimagine journaling and journaling feedback as a resource for engagement and co-adaptation in the teaching-learning environment.

Key words

Academic literacy, Complex dynamic systems theory, Diary, L2 writing development, Writing processes

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