S070 | Knowledge About Language For L1, L2 And FL Writing

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S070 | Knowledge about language for L1, L2 and FL writing

Virtual Session Room 1 Symposium

August 17, 2021 02:30 PM - August 17, 2022 06:00 PM(Europe/Amsterdam)

20210817T1430 20210817T1800 Europe/Amsterdam S070 | Knowledge about language for L1, L2 and FL writing This symposium addresses the relation between knowledge about language and writing in L1, L2 and FL. We hope to attract research papers and posters that deal with the design of written language and raise questions such as the following: 1. What kinds of explicit knowledge about language do students need in order to master the conventions of written language and to increase their meaning-making potentials? 2. What kinds of grammatical, rhetorical or stylistic descriptions of language can provide concepts that can be of aid to students? 3. What theoretical concepts can help explain the relation between explicit linguistic knowledge and awareness of students and their linguistic performance? 4. What combinations of exposure, reflection, analysis, and practice can provide students with control of forms and functions of written language? What is the empirical evidence for the effectiveness of specific teaching approaches 5. What are the perspectives, beliefs, knowledge, skills and experiences of teachers of writing? How are they equiped for teaching knowledge about language that fosters student writing? The symposium intends to spark conversation and collaboration between researchers that deal with L1, L2, and FL writing from various backgrounds, such as (applied) linguistics, writing research, functional grammar, and (pedagogical) stylistics. Room 1 AILA 2021 aila2021@gcb.nl

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This symposium addresses the relation between knowledge about language and writing in L1, L2 and FL. We hope to attract research papers and posters that deal with the design of written language and raise questions such as the following: 1. What kinds of explicit knowledge about language do students need in order to master the conventions of written language and to increase their meaning-making potentials? 2. What kinds of grammatical, rhetorical or stylistic descriptions of language can provide concepts that can be of aid to students? 3. What theoretical concepts can help explain the relation between explicit linguistic knowledge and awareness of students and their linguistic performance? 4. What combinations of exposure, reflection, analysis, and practice can provide students with control of forms and functions of written language? What is the empirical evidence for the effectiveness of specific teaching approaches 5. What are the perspectives, beliefs, knowledge, skills and experiences of teachers of writing? How are they equiped for teaching knowledge about language that fosters student writing? The symposium intends to spark conversation and collaboration between researchers that deal with L1, L2, and FL writing from various backgrounds, such as (applied) linguistics, writing research, functional grammar, and (pedagogical) stylistics.

Developing metalinguistic understanding in the teaching of L1 writingView Abstract Watch Recording 0

FeaturedAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC

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This presentation will consider the role of metalinguistic understanding in developing school writers’ explicit knowledge of how language choices shape meaning in writing. Drawing on research evidence, the paper will argue for the importance of helping developing writers to become metalinguistically aware, and increasingly assured in writerly decision-making.

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Style perspectives: a meaningful grammar for writingView Abstract Watch Recording 0

Standard 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC

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2017 saw the start of an intervention study about teaching grammar for writing (secondary school). We teach eight experienced teachers in (re)designing innovative, meaningful and playful lessons which teachers are happy to give. In this paper, I will present these lessons and experiences of teachers.

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Genre-based Tasks in L2 Spanish Writing: Fostering Writing Skills and Sociolinguistic KnowledgeView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC

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Drawing from L2 Spanish writing classes, this study explores the impact of genres in L2 writing skill development as the central goal for composition courses – arguing that such an approach best serves L2 Spanish learners and contributes to the integration of their L2 linguistic knowledge in their own writing skills.

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A genre-based pedagogy exploiting reading-writing connections: effects on genre knowledge as manifested in student texts View Abstract Watch Recording 0

Standard 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC

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A genre-based pedagogy that exploits the connections between reading and writing is likely to improve aforementioned skills, and genre knowledge and awareness. This is tested by randomly assigning 12 grade 10 classes to either column or news article lesson series and subsequently assess reading and writing skills in both genres.

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A stylistic description of written language development: what does it teach us?View Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC

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Using a stylistic method of analysis, we determined how student and (semi-)professional writers linguistically realize the communicative purposes of the genre literary book review. We will show that such stylistic descriptions cannot only reveal how written language develops, but also which concepts can be of aid to help students improve their writing performance.

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Linguistic strategies for expressing stance in advanced L2 students’ critique writing: a corpus based studyView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC

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This study explores stance-taking strategies as employed by advanced L2 students when they write a critique essay. Lancsbox corpus analysis tool was used to analyze the data. The study found that direct critical expressions are frequently used as boosters, various hedges are used, attitude markers are employed in a very limited range, self-mention of personal pronouns is obviously common, and the degree of directness in expressing stance is high. The contribution of this research lies in its attempt to explore the type of language knowledge required to help in enhancing graduate students' integration into established academic writers' community.

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A mixed methods approach to understanding the development of syntactic complexity in L2 writingView Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC

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How can writing instructors develop their learner’s syntactic complexity in the L2 classroom? The researcher used a mixed methods design to examine the effects of three types of tasks on the development of complexity. The results indicated that tasks that focus learners’ attention on syntactic aspects of language are more effective.

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Legitimizing Knowledge and Knowers of Writing Instruction: A Case Study of International Teaching Assistants in the U.S.View Abstract Watch Recording 0

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/17 12:30:00 UTC - 2022/08/17 16:00:00 UTC

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Through focus groups, interviews, and questionnaires, 15 international TAs discussed fallacies about composition. Using Legitimation Code Theory, we argue that by emphasizing social attributes these fallacies prevent non-native English-speaking teachers (NNESTs) of composition from professional legitimacy. We argue that emphasizing knowledge and skills in composition can help legitimize NNESTs.

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