Blogging as a Multi-purpose Tool for EFL Teacher Development

Icy LEE   The Chinese University of Hong Kong, China

Abstract: Recent years have witnessed the emergence of blogs as a tool for promoting second language (L2) teachers’ development. However, the majority of studies have addressed the pre-service rather than in-service context. The study reported in this paper aims to examine the use of blogging in an in-service teacher education program in Hong Kong, China. Drawing upon data gathered from blog entries and comments as well as written self-reflections by 20 novice EFL teachers, this study investigates the extent of the teachers’ participation in the class blog, the focuses of their blog entries and comments, as well as their perspectives on the benefits and problems of blogging. The paper concludes that blogging can enhance collaborative learning, promote professional exchange and serve as a multi-purpose tool that facilitates novice EFL teachers’ professional development.

Keywords: blogging; in-service teacher; teacher education

Feedback on Writing: A Learner Agency Perspective

Neomy STORCH  University of Melbourne, Australia

Abstract: In this paper, I focus on learner agency in two activities associated with feedback on L2 writing: learners’ engagement with and response to teacher feedback and learners’ stances as givers or receivers of feedback in peer response activities. This paper begins by discussing what agency means and its key attributes. Adopting an activity theory perspective, I show how these attributes can be mapped onto a model of activity. Then, drawing on a number of studies that I and my colleagues have conducted with English language learners, I interpret the salient learner behavior observed in these studies using the construct of learner agency. Using activity theory I highlight the individual and contextual factors that could explain these observed behaviors. I conclude by suggesting some strategies that could encourage learners to take a more active role in feedback activities and call on teachers to reflect on their practices in order to promote learner agency in L2 feedback activities.

Keywords: feedback; learner agency; L2 writing; enactment

A Corpus-based Analysis of Noun Phrase Complexity in English Dissertations Written by L1 English and L1 Arabic Students

     Hani ALBELIHI  Qassim University, Saudi Arabia

 Ge LAN    City University of Hong Kong, China

Abstract: This corpus-based study sought to investigate the association between noun phrase complexity and language background in the introductory sections of English dissertations written by L1 English and L1 Arabic doctoral students. A corpus was built based on 100 dissertations, including 50 dissertations for each group. Based on the index of writing complexity features in Biber et al. (2011), 11 noun modifiers were extracted to represent noun phrase complexity in the writings of the two groups. A Chi-square test and residual analysis were then applied to explore how language background influenced the 11 noun modifiers. The results show that language background largely influences four specific noun modifiers: premodifying nouns, PPs (other), prepositions followed by -ing clauses, and infinitive clauses. More specifically, the L1 students used premodifying nouns more frequently to construct compressed noun phrases in their dissertations, whereas the L2 students produced more diverse patterns of noun phrases based on prepositional phrases (other), prepositions followed by -ing clauses, and infinitive clauses. Finally, pedagogical implications are provided, such as the suggestion that online corpora be used to teach noun phrases in graduate writing classrooms.

Keywords: corpus analysis; academic writing; grammatical complexity; noun phrases; second language writing

学科对比视角下的学术语篇中作者立场构建研究

          刘  烨  齐鲁师范学院

    董记华     山东大学

提要：本研究以自建的工学和语言学学术语篇语料库为基础，从知识性立场、态度性立场和作者显现标记三个维度对上述两个学科语料库中的立场构建特征进行对比分析。分析显示，工学和语言学学术语篇中立场构建均具有建立客观权威形象的倾向，但在具体立场话语使用方面存在显著差异。本研究的发现有助于我们深入了解不同学科学术语篇的立场构建和知识传达中的学科特征和规约性。研究结果可以帮助作者和学生掌握学科规约表达、进行恰当的立场构建并实现与读者之间的有效交流，同时可以为学术英语写作等相关课程的内容设计、课程组织和教学安排提供实证参考。

关键词：学术语篇；立场构建；学科间差异

中国学生英语硕士论文中转述动词使用研究

刘应亮  武汉理工大学

    魏 依  湖北省仙桃中学

提要：转述动词是学术写作中的一种常见引用方式，不仅可以引出他人观点，还可以用来表达语篇作者对转述信息的态度和立场。本文基于中国学生英语硕士论文语料，参照期刊论文中转述动词的使用特点，研究中国学生在学术语篇中转述动词的使用情况。研究发现，相对于期刊论文专家作者，中国学生偏好使用少数几个转述动词，频繁使用Think动词，不恰当使用消极动词（如claim、believe）。该研究有利于发现英语学习者转述动词的使用特点，指导学习者在学术写作中恰当使用转述动词。

关键词：学术写作；转述动词；语料库；立场

英语专业高年级学生人物记叙语篇中话语转述性

词块运用复杂性研究

  于万锁  郝 媛

太原理工大学

提要：转述人物话语是人物记叙语篇中塑造人物的重要手段。然而，有关引出人物话语转述性词块的前人研究相对缺乏。本文通过自建英语专业高年级在校学生人物记叙语篇语料库并对比美国大学生的人物记叙语篇语料库，考察英语专业高年级学生与美国大学生人物记叙语篇中话语转述性词块运用的复杂性差异，然后通过对原作者进行访谈来探寻造成差异的深层原因。研究结果表明：（1）与美国大学生相比，中国英语专业高年级学生人物记叙语篇中使用的话语转述性词块的中心词多为高频词。虽然这类学生具有产出多种词块的意识，但其词块使用总量少于美国大学生，其词块中最难词也多为高频词。（2）英语专业高年级学生在人物记叙语篇写作中倾向于使用词数较少的、短小的话语转述性词块，且词块结构相对单一，种类远远少于美国大学生，词块的多样性和复杂性不够。该研究发现对人物记叙语篇写作中的话语转述性词块教学具有一定的启示意义。

关键词：英语专业高年级学生；人物记叙语篇；话语转述性词块；词块复杂性

国外英语议论文论证发展研究：回顾与展望

牛瑞英  广东外语外贸大学

提要：英语议论文写作是英语学习者的必备技能，教授该技能的关键在于培养学生的论证能力。然而，无论是英语母语者还是二语学习者的议论文写作，都存在论证不充分的问题。本文旨在从研究文献寻求解决该问题的路径。为此，本文在定义论证和论证能力、阐释议论文论证发展研究理论视角的基础上，综述目前关于英语议论文论证发展的实证研究。结果发现：现有研究主要采用心理认知视角，考察各种教学方法和策略、写作标准以及学生主导的活动对议论文论证发展的影响，采纳社会文化理论视角和探讨学习过程的研究较少；关于二语学习者的研究少于涉及英语母语者的研究，基于课堂教学的研究尤为不足。针对上述现状，本文指出英语议论文论证发展研究的未来方向。

关键词：英语议论文写作；论证；理论视角；研究关注点；研究方向

A Review of L2W Journal Articles in China (1949-2019)

Yue CHEN  Purdue University, USA

Abstract: After decades of development, L2W has become a thriving field of study in China, with many scholars publishing a good number of journal articles on this topic each year. By reviewing China’s L2W articles published in major linguistics/foreign language journals between 1949 and 2019, this article identifies L2W’s four developmental periods during these 70 years and nine major topics discussed in the literature. A total of 1,412 articles were reviewed and analyzed. These articles also demonstrated an increasing favor of empirical research over non-empirical research in recent years and a strong preference of undergraduate students as their discussion context.

Keywords: second language writing; numerical trend; major topics; research methods; contexts

国内二语写作研究现状与发展趋势

——基于国家社科和教育部人文社科

立项课题的分析

周 杰  山东大学/湖南工业大学

提要：本文从立项数年度分布、项目类别、项目负责人职称、承办单位性质及地区分布、项目内容及热点五大方面，对2006至2021年国家社科基金和教育部人文社科基金二语写作项目立项数据进行历时的比较分析，以探讨国内二语写作研究现状和发展趋势。结果表明，当前研究立项呈整体上升趋势，但存在增长不稳定、项目类别分布不均、地域差距明显、研究内容失衡等问题。研究热点体现在“学术英语”“写作能力发展”“反馈”“语料库”“评价”“等级量表”等方面。本文尝试对发现的问题给予合理建议，为二语写作研究课题的申报和立项提供指导和建议，以期推动国内二语写作研究的发展。

关键词：国家社科基金；教育部人文社科基金；二语写作；研究现状；发展趋势

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刊讯 |《二语写作》第二辑目录及摘要

刊讯 | 《二语写作》第一辑目录及摘要

期刊征稿 |《二语写作》征稿启事