Commitments to Academic Biliteracy

Gentil, Guillaume

doi:10.1177/0741088305280350

Cited by 60 publications

(11 citation statements)

References 49 publications

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“…The errors classified were all errors that related to lower-order language knowledge, and not to higher-order discourse knowledge (cf. Gentil, 2005Gentil, , 2011. Such lower-order language errors were also the focus of the L1 error effect studies discussed in the introduction.…”

Section: Methodsmentioning

confidence: 95%

Do Errors Matter? The effects of actual and perceived L2 English errors in writing on native and non-native English speakers’ evaluations of the text, the writer and the persuasiveness of the text

Planken¹,

Meurs²,

Maria³

2018

IJELT

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Building on studies of L1 error effects in writing, the present study aimed to gain further insight into thecommunicative consequences of actual and perceived L2 errors in writing by investigating their effects beyond theevaluation of text quality. No studies of L2 writing would appear to have investigated the impact of errors onperception of the author and communicative outcomes. We investigated the effect of L2 English errors in persuasivewriting on native and non-native English speakers’ evaluation of the text, of the author, and of the persuasiveness ofthe text. Selected, authentic, errors from a corpus of petitions written in English by Dutch native speakers wereincluded in a stimulus text. Two versions of the text were presented to (non-teacher) participants in a 2 (errors vs. noerrors) by 2 (native vs. non-native judges) between-subject experimental design. It was found that, while actual errorhad no effect on the participants’ evaluation of the text, the author, or the persuasiveness of the text, perceived error(that is, if participants thought the text contained errors) had a significant negative effect on text attractiveness andthe author’s trustworthiness, friendliness and competence. Thus, the findings would suggest that perceived errorplays an important role in how non-teacher judges evaluate a text and its author, and, more generally, that suchjudges would seem to use their own standards of correctness against which to judge writing and the writer, regardlessof whether the judges are native or non-native speakers.

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Section: Methodsmentioning

confidence: 95%

Do Errors Matter? The effects of actual and perceived L2 English errors in writing on native and non-native English speakers’ evaluations of the text, the writer and the persuasiveness of the text

Planken¹,

Meurs²,

Maria³

2018

IJELT

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“…In addressing this issue, in the past decades, considerable scholars discussed the values of genre-based approach in writing instruction (Belcher, 1994(Belcher, , 2004Byrnes, 2009;Cheng, 2006Cheng, , 2007Cheng, , 2008aCheng, , 2008bFlowerdew, 2002;Gentil, 2005;Hyland, 2007;Swales, 1990;Tardy, 2009). From the systemic functional perspective, genre-based pedagogy emphasizes the interconnection between the form of language and its function in social context (Hyland, 2007).…”

Section: Introductionmentioning

confidence: 99%

Exploring EFL Learners’ Self-Efficacy in Academic Writing Based on Process-Genre Approach

Ying¹

2018

ELT

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This study explores the change of EFL learners’ level of self-efficacy in process-genre academic writing instruction. The teaching experiment was conducted for 14 weeks. A total of 59 graduate students participated in the experiment. Before the experiment, the results showed that the general level of EFL graduates’ self-efficacy in academic writing was relatively low. After 14 weeks of academic writing instruction conducted by the process-genre approach, participants’ self-efficacy improved significantly. In the interview, participants also reported an increasing level of confidence in academic writing. Based on the findings, implications of academic writing instruction to improve students’ self-efficacy are discussed in the paper.

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“…Consequent to the multiliteracies turn, recent research has paid more attention to the multilingual and multimodal resources that L2 writers draw on in their literacy practices (Blommaert, 2008;Canagarjah, 2011Canagarjah, , 2013Fu, 2003;Fránquiz and Salinas, 2011;Gentil, 2005;Kibler, 2010;C. Lee, 2002C.…”

Section: Second Language Writing In the Multilingual Frameworkmentioning

confidence: 99%

Historical knowledge and reinventing English writing teacher identity in Asia

You

2017

Writing & Pedagogy

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The identity of 'the English writing teacher' is increasingly important in Asia. Influenced by disciplinary and professional discourses, English teachers in this region tend to develop a monolingual orientation that leads their students towards native speaker norms. However, globalization requires a fluid, less-bounded perspective on nation, culture, and language, that is, a more multilingual orientation to English teaching. This essay argues that an historical perspective on teaching second language (L2) writing in Asia has the potential to reinvent writing teacher identity by challenging teachers' monolingual assumptions. I will first review historical accounts of teaching L2 writing in Asia, showing that this history is multilingual and transnational. Next, drawing on historical examples related to the teaching of English writing in China, I demonstrate that Chinese students and teachers have struggled with a monolingual ideology endorsed by the state ever since English became a school subject. Recent scholarship in applied linguistics and literacy studies has suggested ways to embrace multilingualism in teaching and research. Coupled with such scholarship, historical knowledge may encourage writing teachers to construct a multilingual, transnational identity by designing teaching materials, writing tasks, and pedagogical techniques in a multilingual framework.

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Commitments to Academic Biliteracy

Cited by 60 publications

References 49 publications

Do Errors Matter? The effects of actual and perceived L2 English errors in writing on native and non-native English speakers’ evaluations of the text, the writer and the persuasiveness of the text

Do Errors Matter? The effects of actual and perceived L2 English errors in writing on native and non-native English speakers’ evaluations of the text, the writer and the persuasiveness of the text

Exploring EFL Learners’ Self-Efficacy in Academic Writing Based on Process-Genre Approach

Historical knowledge and reinventing English writing teacher identity in Asia

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