Meaning-oriented understanding of L2 academic writing development with task-type repetition
Bibliographic Data
| ID | 22234244 |
|---|---|
| Authors | Jie Liu (0000-0001-7976-502X, Minzu University of China, corresponding author) |
| Year | 2024 |
| Volume | 11 |
| Issue | 1 |
| Publication date | 2024-09-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities and Social Sciences Communications (JOURNAL) |
| Journal identifiers | ISSN: 2662-9992 • E-ISSN: 2662-9992 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1057/s41599-024-03688-w |
| OpenAlex | W4402355522 |
| Language | EN |
| Citations received | 3 |
| References cited | 23 |
From a meaning-oriented perspective, the study drew on the nominalization in Systemic Functional Linguistics with Coh-Metrix and interviews to check how L2 academic writing of student writers may develop with the implementation of task-type repetition (TtR). The findings revealed that the development of L2 academic writing was presumably staged rather than constantly linear. Over the development, language proficiency dynamically resonated with TtR. First, the beginning session of TtR (from Task 1 to around Task 4) witnessed a more dynamic developmental trajectory during which the low-proficiency student constantly outperformed the other two in inter-sentential cohesion, while the intermediate-level student stood out over the middle session (Task 4- around Task 8). Second, at three genre stagings, students’ genre knowledge deeply resonated with their meaning-making activities throughout TtR, particularly in facilitating individual iterative reflection on their established writing knowledge. Third, the deficiency of genre knowledge may cause wide-range absence of nominalization at DESCRIPTION and CONCLUSION than EXPOSITION. Fourth, the linguistic fossilization identified at DESCRIPTION implies that anaphoric reconstrual may be individually mediated (by grammatically complicating the syntax in the study). Finally, a nuanced improvement in metaphorical enrichment and control was identified
Academic writing · Linguistics · Mathematics education · Second language · Second language writing · Computer Science · EFL/ESL Teaching and Learning · Engineering · Innovative Teaching and Learning Methods · Philosophy · Psychology · Second Language Acquisition and Learning
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Automated Evaluation of Text and Discourse with Coh-Metrix
Syntactic and lexical features of adolescent L2 students’ academic writing
Massed Task Repetition Is a Double-Edged Sword for Fluency Development
Task‐based language teaching
Spacing effects on repeated L2 task performance
The role of task repetition in a Korean as a foreign language classroom
Towards a language-based theory of learning
Working with discourse
| Citations per year | 3 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |