Task‐Induced Variability in FL Composition
Language‐Specific Perspectives
Bibliographic Data
| ID | 8939113 |
|---|---|
| Authors | Keiko Koda (0000-0002-5425-1169, Ohio University, corresponding author) |
| Year | 1993 |
| Volume | 26 |
| Issue | 3 |
| Pages | 332-346 |
| Publication date | 1993-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1993.tb02290.x |
| OpenAlex | W2169741777 |
| Language | EN |
| Citations received | 3 |
| References cited | 19 |
This study investigated the ways in which different writing tasks influence the quality and quantity of FL composition, as well as the writing strategies used by American college students when composing in Japanese as a foreign language. The purposes of the study were three‐fold: (a) to compare qualitative and quantitative differences between descriptive and narrative writing tasks; (b) to describe linguistic and rhetorical requirements in each task; and (c) to identify the discourse strategies utilized in the tasks. Three types of text analyses demonstrated that the two tasks posed varying linguistic and cognitive requirements. This finding suggests that different linguistic competencies are required to perform varying writing tasks. The data also indicated that narrative discourse involves more demanding linguistic processing, at varying levels, than descriptive discourse. In addition, the analyses demonstrated that the ability to expand and elaborate preceding subtopics in discourse accounts, at least in part, for individual differences in FL composition aptitude. This ability, moreover, is related to knowledge of content‐word meanings. These findings are consistent with those from reading comprehension research, both in L1 and L2, and thus support the view that reading and writing involve essentially similar processes of constructing meaning
Cognition · Composition (language · Comprehension · Foreign language · Linguistics · Mathematics education · Meaning (existential · Narrative · Reading (process · Reading comprehension · Rhetorical modes · Rhetorical question · Task (project management · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Writing and Handwriting Education
Writing across languages
Language transfer in language learning
A study of cohesion and coherence in English as a second language students’ writing
Syntactic Complexity and Teachers’ Quality Ratings of Narrations and Arguments
Audience and Mode of Discourse Effects on Syntactic Complexity in Writing at Two Grade Levels
Writing
Recent Research on Writing Pedagogy
The Composing Processes of Advanced ESL Students
Intensive Vocabulary Instruction as a Prewriting Technique
Interaction between particles and word order in the comprehension and production of simple sentences in Japanese children
The Effects of Transferred Vocabulary Knowledge on the Development of L2 Reading Proficiency
Cultural Thought Patterns in Inter-cultural Education
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,12 |
| Citation span | 2000 - 2016 (17) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |