Crosscultural comparison of writing standards
American ESL and Japanese EFL
Bibliographic Data
| ID | 2268730 |
|---|---|
| Authors | Jeff Connor‐linton (Center for Applied Linguistics, corresponding author) |
| Year | 1995 |
| Volume | 14 |
| Issue | 1 |
| Pages | 99-115 |
| Publication date | 1995-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | World Englishes (JOURNAL) |
| Journal identifiers | ISSN: 0883-2919 • E-ISSN: 1467-971X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-971x.1995.tb00343.x |
| OpenAlex | W2062279603 |
| Language | EN |
| Citations received | 11 |
| References cited | 12 |
This study compares the evaluative criteria which American ESL instructors and Japanese EFL instructors applied in rating ten compositions written by adult L1 Japanese EFL students. The instructors quantitatively rated the compositions and then stated their qualitative reasons for their ratings of each composition. The evaluative criteria of the two groups are assumed to indirectly reflect their respective instructional goals and emphases, and thereby reflect their respective societies' theories of the uses and values of written English. In addition, the comparison may help Japanese and American English instructors to negotiate differences between the two educational contexts. In brief, the Japanese EFL teachers focused on matters of accuracy (content, word choice, and grammar), while the American ESL teachers focused on both intersentential features of the discourse and specific intrasentential grammatical features.The results also underscore an important methodological point: quantitative similarities in ratings may mask significant qualitative differences in the reasons for those ratings. That is, the American ESL and Japanese EFL instructors in this study, although agreeing substantially in their end-result ratings, followed different processes in arriving at those similar ratings and in fact disagree about what constitutes strong or weak writing
American English · Composition (language · Grammar · Linguistics · Mathematics education · Negotiation · Pedagogy · Point (geometry · Sociology · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology
Predicting human judgments of essay quality in both integrated and independent second language writing samples
From spelling to content
An investigation into native and non-native teachers’ assessment of Chinese students’ English writing
The semiotics of writing
The effect of topic selection on writing fluency among Japanese high school students
Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing
The challenges of the Ontario Secondary School Literacy Test for second language students
What influences the comprehensibility of L2 writers' opinion texts by L2 readers? Interactions between textual characteristics and readers’ profiles
Do ESL Essay Raters' Evaluation Criteria Change With Experience? A Mixed‐Methods, Cross‐Sectional Study
Mainstream Teacher Candidates' Perspectives on ESL Writing
Factors Affecting Composition Evaluation in an EFL Context
The research manual
Research on Metalinguistic Judgments
From Robert J. Baumgardner
Native and Nonnative Reactions to ESL Compositions
Error Analysis in the Adult EFL Classroom
Do English and ESL Faculties Rate Writing Samples Differently
Professors' Reactions to the Academic Writing of Nonnative-Speaking Students
Error Gravity
Grammatical Errors Communication Breakdown
Communicative Error Evaluation
Native Speaker Reactions to Learners' Spoken Interlanguage 1
From Fred Davidson
| Unique citing works | 11 |
|---|---|
| Citations per year | 0,37 |
| Citation span | 1996 - 2026 (31) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |