On the Temporal Nature of Planning in L1 and L2 Composing
Bibliographic Data
| ID | 4502829 |
|---|---|
| Authors | Rosa M Manchón (0000-0001-8458-168X, Universidad de Murcia, corresponding author), Julio Roca De Larios (0000-0001-6046-1093, Universidad de Murcia) |
| Year | 2007 |
| Volume | 57 |
| Issue | 4 |
| Pages | 549-593 |
| Publication date | 2007-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-9922.2007.00428.x |
| OpenAlex | W2133303853 |
| Language | EN |
| Citations received | 15 |
| References cited | 85 |
In this article we report on a study in which verbal protocol data were used to explore English as a foreign language writers' planning behavior while engaged in academic writing tasks. The analysis was approached from a temporal perspective (i.e., time spent on planning operations) in relation to three independent variables: (a) the participants' level of proficiency (preintermediate, intermediate, and advanced) in the second language (L2); (b) the language of composition: native (L1, Spanish) vs. foreign language (L2, English) writing; (c) the stage of the composition in which planning operations occurred (composition time was divided into three periods). Results indicate that the language of the composition did not explain differences in planning time, but the participants' level of L2 proficiency did. Proficiency also influenced (a) the different amount of time devoted to planning in the L1 and the L2 tasks and (b) the participants' coordination of goals as well as the range of constraints guiding their planning behavior. The theoretical implications of these findings are discussed and suggestions for future research are advanced
Cognitive psychology · Cognitive science · Composition (language) · English as a foreign language · First language · Foreign language · Language proficiency · Linguistics · Mathematics education · Perspective (graphical) · Protocol analysis · Second language · Second language writing · Artificial Intelligence · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Writing and Handwriting Education
Understanding Task‐Specific Emotions in L2 Writing
Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing
Calibrating Genre
A proposal for adapting tiered models of support to foreign language writing instruction
Working memory, L2 proficiency, and task complexity
The role of cognitive factors in second language writing and writing to learn a second language
Associations of L1-to-L2 rhetorical transfer with L2 writers’ perception of L2 writing difficulty and L2 writing proficiency
A measure of EFL argumentative writing cognitive load
Exploring working memory and language dominance in heritage bilinguals’ writing processes
Understanding writing strategy use from a sociocultural perspective
The effects of pre-task planning on L2 writing
Peer interaction, writing proficiency, and the quality of collaborative digital multimodal composing task
Understanding text-based studies of linguistic development through goals for academic writing
Testing a threshold
Modeling the Development of L1 and EFL Writing Proficiency of Secondary School Students
A Cognitive Approach to Language Learning (Oxford Applied Linguistics)
Crosslinguistic Influence in Second Language Acquisition
Protocol Analysis
Effects of the Second Language on the First
Speaking
Fluency in Writing
The Effects of Planning on Fluency, Complexity, and Accuracy in Second Language Narrative Writing
Strategic planning, task structure and performance testing
Task type and task processing conditions as influences on foreign language performance
Automaticity and Second Languages
Attending to Form and Content in the Input
The Effects of Different Lengths of Time for Planning on Second Language Performance
Planning and Interlanguage Variation
Attention and Memory during SLA
Automaticity and automatization
The Influence of Planning and Task Type on Second Language Performance
A capacity theory of writing
Planning and Focus on Form in L2 Oral Performance
A capacity theory of comprehension
Interlanguage Variability in Narrative Discourse
The Effects of Linguistic Environment on the Second Language Acquisition of Grammatical Rules
Speech production and second language acquisition
Ethnography
An investigation of planning time and proficiency level on oral test discourse
What Gets Processed in Processing Instruction? A Commentary on Bill VanPatten’s “Processing Instruction
The Composing Processes of Unskilled College Writers
First language use in EFL writing
Writers’ mental representations of the intended audience and of the rhetorical purpose for writing and the strategies that they employed when they composed
An analysis of writing knowledge in EFL composing
Toward a Model of Transculturation
Academic Writing and Chinese Students
The Cross-Lingual Dimensions of Language Proficiency
Managing the Complexity of Revising across Languages
What Unskilled ESL Students Do as They Write
Analysing Verbal Protocols
Pauses, Clauses, Sentences
Sentence Planning in a Story Continuation Task
Explanatory Variables for EFL Students' Expository Writing
L2 writing in the post-process era
Individual differences in the writing behaviour of undergraduate students
Processing Instruction
L1 and L2 Writers' Strategic and Linguistic Knowledge
A Temporal Analysis of Formulation Processes in L1 and L2 Writing
Writing Expertise and Second-Language Proficiency
A Multiple-Data Analysis of the 3.5-Year Development of EFL Student Writers
Language Proficiency, Writing Ability, and Composing Strategies
| Unique citing works | 15 |
|---|---|
| Citations per year | 0,94 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |