I work in the Departamento de Filología Inglesa at the University of Murcia in south-east Spain where I have taught Applied Linguistics, Didáctica (Language Teaching Theory and Methodology), Academic Writing, and English Language as well as supervising Masters' theses on the Teaching of SL Reading and Writing. My main area of research is cognitive processes in second or foreign language writing, in particular the use of the mother tongue in composing processes. I am also interested in feedback in SL learning, especially in writing.
The present chapter is intended as a critical analysis of the most relevant recent research into ... more The present chapter is intended as a critical analysis of the most relevant recent research into the cognitive processes underlying second language written composition. After an introduction of the research domain, a number of relevant methodological aspects are briefly discussed. These include the data collection procedures used, the assessment of writers’ command of the second language, the evaluation of written products, the context of the research, the type and number of participants involved, the type of tasks used, and the way reliability has been reported in the different studies. The substantive part of the research has been analyzed by isolating its main theoretical frames. Each of these frames has allowed us to derive a number of research sub-domains under which the studies have been grouped: the comparison of skilled and unskilled L2 writers, the development of L2 writing skill, the comparison of L1 and L2 writing processes, and the relationship between writing ability and L2 proficiency. A systematic analysis of the findings within each category has led us to identify a number of areas in need of further research: the notion of L2 writing skill, the formulation process, the temporal character of composition, the cognitive mechanisms involved in the transfer of writing abilities across languages, and the situated nature of L2 writing.
Studies of cognitive processes in SL writing have paid attention to the strategies that writers u... more Studies of cognitive processes in SL writing have paid attention to the strategies that writers use to tackle problems in composing. In text-generation, finding lexical items in the L2 to express their meanings is one of the most crucial problems writers have to face, for reasons ...
This cross-sectional study drew on verbal protocol data to analyze the purported problem-solving ... more This cross-sectional study drew on verbal protocol data to analyze the purported problem-solving nature of formulation processes. More precisely, our aim was to explore the allocation of composing time to problem-solving formulation processes in relation to 2 independent variables: (a) ...
Although composing has long been recognised as recursive, so far there have been few studies on t... more Although composing has long been recognised as recursive, so far there have been few studies on the temporal dimension of writing processes. This is regrettable given that one might expect the predominance of certain processes at different stages of writing at the expense of ...
... & Javier Marin BUILDING AN EMPIRICALLY-BASED MODEL 49 OF EFL LEARNERS' WRITING PROCE... more ... & Javier Marin BUILDING AN EMPIRICALLY-BASED MODEL 49 OF EFL LEARNERS' WRITING PROCESSES Miyuki Sasaki THE RELATIONSHIPS BETWEEN BILINGUAL 81 CHILDREN'S READING AND WRITING IN THEIR TWO LANGUAGES Aydin Yiicesan Durgunoglu ...
There has been a tendency in research to interpret L2 composition processes in cognitive terms an... more There has been a tendency in research to interpret L2 composition processes in cognitive terms and to consider the social aspects of L2 writing as incommensurate with the former. In an attempt to initiate a more integrated interpretation of results, the present paper identifies three areas, within the fíeld of process-oriented L2 composition research, where individual text production is shown to be socially mediated. These areas, which have been derived from the expertise approach to writing, include (i) the impact on writers' performance of the task environment; (ii) the situated nature of the skilled-unskilled distinction; and (iii) the role played by previous literacy experiences in the development of a number of aspects of composing. Recommendations for future research include the analysis of social and contextual factors mediating the transfer of writing skills across languages and the possibility of looking at individual witing as a dialogic phenomenon through a reconceptualisation of the notion of problem-space.
The present chapter is intended as a critical analysis of the most relevant recent research into ... more The present chapter is intended as a critical analysis of the most relevant recent research into the cognitive processes underlying second language written composition. After an introduction of the research domain, a number of relevant methodological aspects are briefly discussed. These include the data collection procedures used, the assessment of writers’ command of the second language, the evaluation of written products, the context of the research, the type and number of participants involved, the type of tasks used, and the way reliability has been reported in the different studies. The substantive part of the research has been analyzed by isolating its main theoretical frames. Each of these frames has allowed us to derive a number of research sub-domains under which the studies have been grouped: the comparison of skilled and unskilled L2 writers, the development of L2 writing skill, the comparison of L1 and L2 writing processes, and the relationship between writing ability and L2 proficiency. A systematic analysis of the findings within each category has led us to identify a number of areas in need of further research: the notion of L2 writing skill, the formulation process, the temporal character of composition, the cognitive mechanisms involved in the transfer of writing abilities across languages, and the situated nature of L2 writing.
Studies of cognitive processes in SL writing have paid attention to the strategies that writers u... more Studies of cognitive processes in SL writing have paid attention to the strategies that writers use to tackle problems in composing. In text-generation, finding lexical items in the L2 to express their meanings is one of the most crucial problems writers have to face, for reasons ...
This cross-sectional study drew on verbal protocol data to analyze the purported problem-solving ... more This cross-sectional study drew on verbal protocol data to analyze the purported problem-solving nature of formulation processes. More precisely, our aim was to explore the allocation of composing time to problem-solving formulation processes in relation to 2 independent variables: (a) ...
Although composing has long been recognised as recursive, so far there have been few studies on t... more Although composing has long been recognised as recursive, so far there have been few studies on the temporal dimension of writing processes. This is regrettable given that one might expect the predominance of certain processes at different stages of writing at the expense of ...
... & Javier Marin BUILDING AN EMPIRICALLY-BASED MODEL 49 OF EFL LEARNERS' WRITING PROCE... more ... & Javier Marin BUILDING AN EMPIRICALLY-BASED MODEL 49 OF EFL LEARNERS' WRITING PROCESSES Miyuki Sasaki THE RELATIONSHIPS BETWEEN BILINGUAL 81 CHILDREN'S READING AND WRITING IN THEIR TWO LANGUAGES Aydin Yiicesan Durgunoglu ...
There has been a tendency in research to interpret L2 composition processes in cognitive terms an... more There has been a tendency in research to interpret L2 composition processes in cognitive terms and to consider the social aspects of L2 writing as incommensurate with the former. In an attempt to initiate a more integrated interpretation of results, the present paper identifies three areas, within the fíeld of process-oriented L2 composition research, where individual text production is shown to be socially mediated. These areas, which have been derived from the expertise approach to writing, include (i) the impact on writers' performance of the task environment; (ii) the situated nature of the skilled-unskilled distinction; and (iii) the role played by previous literacy experiences in the development of a number of aspects of composing. Recommendations for future research include the analysis of social and contextual factors mediating the transfer of writing skills across languages and the possibility of looking at individual witing as a dialogic phenomenon through a reconceptualisation of the notion of problem-space.
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