Theory and Practice of Writing: An Applied Linguistic Perspective

Kaplan, Robert B.

doi:10.2307/358946

Cited by 108 publications

(152 citation statements)

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“…Since the time when writing began to be viewed as a process rather than merely a product, close attention has been given to the role of writing strategies in improving L2/EFL writing abilities in the field of second language education (Byrnes and Manchón 2014;Cumming 2001;Grabe and Kaplan 1996;Hinkel 2011;Hyland 2015). Because of the absence of an agreed-upon definition of what a language learning strategy is (Cohen and Griffiths 2015;Manchón, De Larios and Murphy 2007;Oxford 2017), metacognition, as a crucial factor in relation to self-regulated learning when planning and executing learner development programmes, has emerged as an important area of academic and pedagogical inquiry in L2/EFL writing (Zhang 2016a;.…”

Section: The Role Of Learner Metacognition In L2 Writing Strategy Resmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: The Role Of Learner Metacognition In L2 Writing Strategy Resmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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“…First, thematic progression is used to organise the principles where new information is conveyed in the context (Hutchin, 1987). Second, it is used to represent the text development (Grabe & Kaplan, 1996). Third, it is used to organize the texts in a linear and coherent way (Butt, Feez, Spinks, & Yallop, 2000).…”

mentioning

confidence: 99%

Theme and Thematic Progression in Students’ Recount Texts

Yunita

2018

Indonesian J. Appl. Linguist

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This study aims to investigate the Theme and Thematic progression patterns in students' recount text in a state vocational school in Bandung. This study employs a descriptive-qualitative research design. The data were obtained from a collection of students' texts. This study uses the theory of Theme system developed by Halliday (1994) and the theory of Thematic progression proposed by Eggins (2004) as the framework to analyze the data. The findings showed that the Theme and Thematic progression supports the character of Recount text written by the students to some extents: the Topical Theme represents the students' ability to deliver what the text is about, the Interpersonal Theme helps students declare their personal comments, while the Textual Theme showed the students' ability to develop the logical relationship between clauses and make their texts more cohesive and coherent. In terms of thematic progression patterns, the Theme Reiteration pattern signposts that the students tend to make the text focus by repeating the same element as Themes; the Zig Zag pattern showed that the students introduce newly information by promoting the Rheme in a clause to the Theme in the subsequent clause, and the Multiple Theme pattern specifies that the students develop the texts well according to the prior plan before writing those ideas in the text.

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“…Generally, there are three main steps in the cognitive strand of the process approach to teaching writing skill, namely, planning, drafting and reviewing. The main shortcoming of the cognitive strand of the process approach to writing, according to Grabe and Kaplan (1996) The cognitive strand highly emphasizes on the cognitive processes by neglecting the social context in which writing occurs which was criticized and resulted to the social strand of the process approach to teaching writing. Social perspective to process approach to writing underscores the social context (Hyland, 2002).…”

Section: E Writing Skill: Theoretical Definitionsmentioning

confidence: 99%

“…Process approach may be directed into three strands, namely, expressive, Cognitive and Social (Grabe & Kaplan, 1996;Hyland, 2002;Johns, 1990). Expressive strand, assuming writing as a creative task and discovery-oriented, emphasizes on a non-directive way of teaching writing (Berlin, 1988).…”

Section: E Writing Skill: Theoretical Definitionsmentioning

confidence: 99%

The Effect of Van Dijk Discourse Strategies on Iranian EFL Learners’ Writing Proficiency

Kashkuli

Ghanbari

Abbasi

2016

TPLS

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Abstract-This study tried to improve the writing proficiency of Iranian EFL students utilizing an innovative model through implementing and operationalizing the principles of critical discourse analysis which was introduced by Van Dijk's (2000) well-known socio-cognitive model. To this end, 57 intermediate language learners studying English in language institutes for several years were selected as the participants of the study using a version of TOEFL test as the selected proficiency test. The included participants were randomly divided into two groups of experimental and control-with 28 students in experimental group (16 females and 12 males) and 29 students in control group (17 females and 12 males). Both groups went through a three-stage model (pre-writing, during-writing and post-writing). The teaching procedure on writing had some differences between the instruction provided for the experimental group and the instruction presented to the control group in which the experimental group received some instruction of some suitable discursive strategies, namely, comparison, example (illustration), explanation, repetition, reasonableness and context description. After instruction, two groups were asked to write on a topic and their compositions were scored using holistic scoring procedure in order to guarantee the high reliability. The results of the study showed the significant differences between the performances of the experimental and control groups which indicated to the efficiency of the CDA-oriented approach to teach writing skill. However, the result of the study showed non-significant differences between the performances of the two genders as well as the performances of females and males in each group.Index Terms-critical discourse analysis, writing skill, ideology, micro-discursive strategies, macro-discursive strategies I. BACKGROUND KNOWLEDGE Writing skill is not "a naturally acquired skill" (Myles, 2002, p.1), but "learned or culturally transmitted as a set of practices in formal instructional settings or other environments" (Myles, 2002, p.1). It means that writing skill is acquired by practice and experience. Myles (2002) argued that acquiring writing "involves composing" (p.1) which means getting the ability to present or represent pieces of narrative or descriptive information along with transforming information argumentatively.Generally speaking, writing skill demands a continuum of activities from the more mechanical to the more specialized form of composing (Hadley & Reiken, 1993). Bereiter and Scardamalia, (1987) emphasized that writing means contributions of the writers in an "interaction between continuously developing knowledge and continuously developing text" (p. 12), through gathering diverse concepts to solve some problems. However, academic writing demands "conscious effort and practice in composing, developing, and analyzing ideas" (Myles, 2002, p.1).The aforementioned issues denote the fact that writing is a central communication skill; however, it may not be included in the course ob...

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Theory and Practice of Writing: An Applied Linguistic Perspective

Cited by 108 publications

References 0 publications

Metacognition in Language Learning and Teaching

Metacognition in Language Learning and Teaching

Theme and Thematic Progression in Students’ Recount Texts

The Effect of Van Dijk Discourse Strategies on Iranian EFL Learners’ Writing Proficiency

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