Browsing by Subject "Language-related episodes"

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    Language reflection fostered by individual L2 writing tasks. Developing a theoretically motivated and empirically based coding scheme
    (2019-08-02) López Serrano, Sonia; Roca de Larios, Julio; Manchón, Rosa M.; Filología Inglesa
    There has been a growing interest in the study of writing from the perspective of its potential contribution to language development. However, scant attention has been paid to key methodological considerations regarding the analysis of the connection between L2 writing processes, reflection on language while writing, and language learning. In an attempt to advance in this domain, and informed by models of L2 writing, and cognitive L2 writing research framed in the problem-solving paradigm, this study provides a comprehensive description of the language reflection individual writers engage in when solving the linguistic problems they face while completing writing tasks in their L2. The think-aloud protocols generated by 21 EFL learners while writing an individual argumentative essay were analyzed on the basis of a reconceptualization of language-related episodes as problem-solving strategy clusters. The result is a comprehensive, theoretically motivated, and empirically based coding system that is offered as a basis for future research in the domain. We discuss the methodological implications of our analytic approach and advance some theoretical implications for future debates on the language learning potential of individual writing tasks.
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    Lexical language-related episodes in pair and small group work
    (2017-06-28) Garcia Mayo, Maria del Pilar; Zeitler, Nora
    The present study investigates whether learner set up in interaction, namely in pairs or small groups, influences the frequency and outcome of lexical language-related episodes (LREs) and L2 vocabulary learning. Thirty Spanish English as a foreign language (EFL) university learners took part in the study. They worked in four groups and seven pairs on the same collaborative writing task. Research was carried out on the course of five weeks as a pre- and post- vocabulary task and an individual writing task were administered to assess vocabulary learning and retention. The quantitative analysis of the data showed that there was no significant difference between the performance of pairs and groups, although the latter produced slightly more lexical LREs than pairs and were able to solve most of them correctly. However, from a qualitative point of view, the findings suggest that small group work leads to slightly better results than pair work as the different members obtain benefits from their peers' linguistic knowledge.