Incoherence in L2 writing
A comparison of expert insider and non-expert outsider ratings
Bibliographic Data
| ID | 21822795 |
|---|---|
| Authors | Jianling Liao (0000-0002-2487-2239, Arizona State University, corresponding author) |
| Year | 2020 |
| Volume | 11 |
| Issue | 2 |
| Pages | 169-197 |
| Publication date | 2020-11-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Chinese Language and Discourse An International and Interdisciplinary Journal (JOURNAL) |
| Journal identifiers | ISSN: 1877-7031 • E-ISSN: 1877-8798 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/cld.20018.lia |
| OpenAlex | W3110083963 |
| Language | EN |
| References cited | 39 |
Current knowledge of the functional dimensions (e.g., coherence) of L2 written performance is mainly based on expert readers’ views. Non-expert native readers’ perspectives of L2 written productions are not often examined, which prevents a comprehensive and objective understanding of how an L2 writer’s performance may be perceived and evaluated by the target discourse community. Studies to date also lack clear findings of both the types of incoherence phenomena that may exist in L2 texts and the factors that may contribute to such incoherencies. The current study investigates how expert and non-expert native readers evaluate incoherence in L2 Chinese argumentative essays, as well as how their evaluations may differ quantitatively or qualitatively. The findings reveal that although expert readers marked incoherence in L2 writing significantly more frequently than non-expert readers did, expert and non-expert readers displayed similar patterns and tendencies in their judgments pertaining to the frequency with which incoherence instances appeared in the essays and in the severity of the incoherence
Argumentative · Cognitive psychology · Linguistics · Computer Science · Discourse Analysis in Language Studies · Psychology · Second Language Acquisition and Learning · Writing and Handwriting Education
Coherence in Spoken and Written Discourse
Cohesion in English
Predicting human judgments of essay quality in both integrated and independent second language writing samples
Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text
The development and use of cohesive devices in L2 writing and their relations to judgments of essay quality
Predicting second language writing proficiency
Linguistic Features of Writing Quality
Task complexity and linguistic and discourse features of narrative writing performance
A capacity theory of writing
Investigating Criterial Discourse Features across Second Language Development
Measurements of Development in L2 Written Production
The assessment of writing ability
Functional adequacy in L2 writing
Rating written performance
Rater types in writing performance assessments
Expertise in evaluating second language compositions
Generalizability of writing scores
Cohesive Ties and Chains in Good and Poor Freshman Essays
Writing Quality, Coherence, and Cohesion
Linguistic/Rhetorical Measures for International Persuasive Student Writing
The importance of cohesive conditions to perceptions of writing quality at the early stages of foreign language learning
Cohesive features in argumentative writing produced by Chinese undergraduates
Reversing the Reverse Cohesion Effect
Learning from texts
Lexical and Syntactic Features of ESL Writing by Students at Different Levels of L2 Proficiency
Cohesion Is Not Coherence
Metadiscourse
| Citation velocity | historical |
|---|---|
| Highly cited | No |