Managing the Complexity of Revising across Languages

Hall, Christopher D.

doi:10.2307/3586851

Cited by 110 publications

(92 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Unlike the less skilled writers, whose attentional resources are consumed by surface-level issues, skilled writers do global changes to their first draft (Schriver, 1990;Sommers, 1996; van Gelderen, 1997; Wallace & Hayes, 1991;Witte, 1985). The findings also agree with the results of studies carried out on second language writers revising strategies (e.g., Hall, 1990;Krashen, 1984;Roca De Larios et al, 2002;Porte, 1997;Victori, 1999). Bridwell (1980) also noted significant differences in the revising practices of skilled and unskilled writers; she reported that good writers revised more while writing their initial drafts and mainly revised at the deep level.…”

Section: Resultssupporting

confidence: 86%

“…Phooi (1986), too, noted that the Chinese university students in his study frequently focused on cognitively easier word level changes like deletions, additions, and substitutions. Also, Hall (1990) reported that advanced EFL writers either made revisions that did not change the meaning of sentences or local changes that were restricted to word and phrase level. And finally, Moon (2000) conducted a research with EFL learners aged between ten and twelve and reported that addition at word and sentence level was the most common revising practice, though adding new sentences did not lead to inclusion of new ideas to the previous meaning.…”

Section: Theory and Practice In Language Studies 787mentioning

confidence: 99%

See 1 more Smart Citation

Revising Low-level and High-level Issues in Iranian EFL Learners’ Writings across Proficiency Levels, Age, and Gender

Shami

Mahmoudi

2017

TPLS

View full text Add to dashboard Cite

Abstract-The present study was intended to investigate differences in the kinds of higher-order and lowerorder revising practices employed by less proficient and more proficient Iranian EFL learners using an ex post facto design. Moreover, it was aimed at examining if (and how) these learners' age and gender affected their revising practices. To do so, 70 EFL learners studying in Foreign Language Institutions were selected. The participants had attended language learning classes at least for two years; therefore they possessed the minimum proficiency level required for the purposes of this study. The ESL Composition Profile was used to analytically score the learners' writings, even though the writings were also holistically scored. The collected data were then submitted to SPSS for analysis. Some statistical procedures such as MANOVA, ANCOVA, and SPANOVA were used to test the hypotheses of the study. The obtained results revealed that there were significant differences in the kinds of higher-order and lower-order revising practices employed by the students with high and low writing ability. It was also revealed that the amount of differences between highlevel and low-level students' revising practices did not change significantly after controlling for the effects of age and gender. The results of this study might have implications for teaching writing.

show abstract

Section: Resultssupporting

confidence: 86%

Section: Theory and Practice In Language Studies 787mentioning

confidence: 99%

Revising Low-level and High-level Issues in Iranian EFL Learners’ Writings across Proficiency Levels, Age, and Gender

Shami

Mahmoudi

2017

TPLS

View full text Add to dashboard Cite

show abstract

“…Most of what we know about L2 learners' revision practices has come from three types of studies: those that examine students' L2 composing processes (Raimes, 1987;Zamel, 1982); those that compare L2 learners' revision processes and outcomes in the L1 and the L2 (Hall, 1990); and those that compare the revision practices of skilled and unskilled L2 writers (Porte, 1996(Porte, , 1997. These studies use think-aloud protocols to examine writers' revision processes and holistic scores to assess the quality of their revised texts.…”

Section: Revision In L1 and L2mentioning

confidence: 99%

Revision in Second Language Writing: What Teachers Need to Know

Barkaoui¹

2007

TESL

View full text Add to dashboard Cite

Revising is an essential component of skilled writing. Yet it seems to play a limited role in the writing of many novice second-language (L2) writers. These writers may find it easier to generate ideas than to revise what they have written in relation to task requirements and their writing goals and audience. Consequently, many fail to revise frequently, extensively, or skilfully. This article reviews research on revision in L2 writing in an attempt to understand how and what skilled and unskilled L2 writers revise, factors influencing their revision practices, and how instruction can help them improve their revision skills.

show abstract

“…Where differences between L1 and ESL writing are concerned, studies were conducted to investigate the composing process (Hall, 1990), written texts (Cook, 1988), correlations between Ll and ESL writing ability (Cook, 1988), organizational pattern (Hirose, 2003), word identifications (Wang & Coda, 2007), and written text features including fluency, accuracy, and quality. As for fluency, many studies (e.g., Silva, 1990) reported that texts written in English were shorter.…”

Section: Review Of Related Studiesmentioning

confidence: 99%

Undergraduates’ Experiences and Attitudes of Writing in L1 and English

Ansarimoghaddam

Tan

2014

GEMA Online

View full text Add to dashboard Cite

Writing is considered an important language skill. Although the importance of writing is undeniably realized and highly stressed by ESL scholars, educators and instructors, most ESL tertiary students and young graduates find creating a coherent and extended piece of writing difficult and challenging. Therefore, to overcome this problem, there is a need to be aware of the students' experiences and attitudes to writing in their first language and English language. This research is a quasi-experimental study that employs a mixed-method approach. Participants were 30 tertiary ESL students enrolled in an obligatory course in the first year of Bachelor of Arts (English) programme. The study compares participants' writing experiences and attitudes using questionnaire as the instrument for data collection. An interview was also conducted as a triangulation measure. Results suggest that participants mostly preferred using English language for various writing activities. Moreover, overall items of the questionnaire revealed that the there was no significant difference between the participants' writing attitudes in their first language and English language. Furthermore, with regard to each item of the questionnaire, three of them showed significant difference. Although the remaining items did not show any significant difference, most of the items did receive higher mean for attitude to writing in English than first language. Participants' interview responses revealed various reasons for their attitude, which supported findings obtained from the questionnaire analysis. The findings of the present study contribute to a better understanding of why some of the students do not like to write. Considering those reasons, instructors can then help their students to improve on their writing skill.

show abstract

Managing the Complexity of Revising across Languages

Cited by 110 publications

References 11 publications

Revising Low-level and High-level Issues in Iranian EFL Learners’ Writings across Proficiency Levels, Age, and Gender

Revising Low-level and High-level Issues in Iranian EFL Learners’ Writings across Proficiency Levels, Age, and Gender

Revision in Second Language Writing: What Teachers Need to Know

Undergraduates’ Experiences and Attitudes of Writing in L1 and English

Contact Info

Product

Resources

About