Toward a Model of Transculturation

Zamel, Vivian

doi:10.2307/3588050

Cited by 147 publications

(73 citation statements)

References 23 publications

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“…Contrastive rhetoric, although highlighting some special characteristics and needs of ESL students, has been criticized in terms of its tendencies (a) to view language and culture as static rather than dynamic, (b) to overgeneralize cultural characteristics based on isolated examples, and (c) to overlook the similarities in text structures between languages (Bloch & Chi, 1995; Kirkpatrick, 1997;Kubota, 1997;Leki, 1997;Taylor & Chen, 1991;Zamel, 1997). Contrary to contrastive rhetoricians who suggest negative transfers from first languages, Mohan and Lo (1985) argue that the organizational problems in the writing of non-native English students are developmental.…”

Section: Literature Reviewmentioning

confidence: 99%

Japanese Exchange Students' Writing Experiences in a Canadian University

Shi¹,

Beckett²

2002

TESL

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Section: Literature Reviewmentioning

confidence: 99%

Japanese Exchange Students' Writing Experiences in a Canadian University

Shi¹,

Beckett²

2002

TESL

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“…Kaplan's original proposal has become an influential framework for early rhetoric studies that focused mainly on contrastive analysis, error analysis, and the idea of L1 influencing on L2 learning. Some later studies (Atkinson, 1999;Flower & Hayes, 1981;Mohan & Lo, 1985;Scollon, 1997;Spack, 1997;Zamel, 1997;) have criticized Kaplan's proposal as insufficient in explaining the organizational features of L2 writing, including limitations on ignoring the writers' writing process, simplifying the nature of organization of a particular language or culture, misinterpreting organizational structure of some languages or cultures, being insensitive to cultural differences, and overlooking the individual differences in cultural issues.…”

Section: Literature Reviewmentioning

confidence: 99%

A Contrastive Rhetoric Analysis of Internship Cover Letters Written by Taiwanese and Canadian Hospitality Majors

Hou

2011

IJL

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This study investigates English cover letters written by twenty-six Taiwanese and twenty-six Canadian college students majoring in hospitality management in Canada for their internship applications. Based on the genre analysis framework (Bhatia, 1993;Swales, 1990;Upton and Connor, 2001), this study uses a move-based analysis to investigate the similarities and differences in the cover letters written by the Taiwanese students and their Canadian counterparts. The uses of positive and negative politeness strategies are also analyzed. The results indicate that there are significant differences in length, lexical density, and descriptions of desire for applying the job, providing arguments in benefits for the company, and politeness expression between Taiwanese and Canadian students' cover letters. There is no distinction between Taiwanese and Canadian writers in their use of positive or negative politeness strategies exclusively. Based on the study results, suggestions for ESP teaching and International Journal of Linguistics ISSN 1948-5425 2011 www.macrothink.org/ijl 2 research are provided.

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“…Even though Kaplan himself later qualified his model (Kaplan, 1987;Grabe & Kaplan, 1996), which then had focused only on the paragraph level and was not related to academic writing, researchers still argue in favor of "cultural" and first language (L1) influences in the target language (Alonso, 2016;Connor, 2002;Connor & Kaplan, 1987;Coulthard, 1994;James, 2014;Jarvis & Crossley, 2012;Van Weijen, Vand den Bergh, Rijlassrsdan, & Sanders, 2009;Zamel, 1997). Petric, (2005) found after instruction of argumentation writing to L1 Russian tertiary students that their thesis statements had a more linear type of thought in the essays.…”

Section: Statement Of the Problemmentioning

confidence: 99%

L1 Use in L2 Academic Essays: A Study of L1 Arabic Writers’ Views

Bacha¹

2017

IJEL

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Research findings indicate conflicting views as to interference from L1 rhetorical patterns in the essays written by students whose first language is not English. Essays are still considered important for required assignments and exams in institutions of higher learning, but the challenge for L1 Arabic students is to express their ideas clearly. Although there have been studies of the use of L1 in L2 writing, there are very few rigorous ones done on L1 Arabic texts in Lebanon and specifically from the students' viewpoint. This study aims to evaluate, holistically and analytically, according to language, organization and content, the expository academic essays written by first year university L1 Arabic students and to examine any significant correlation between these scores and the quality of these essays through content analysis. In addition, students' perceptions of any problems they have in writing the academic essay are surveyed through a questionnaire. Results indicate a significant positive correlation between students' essay scores and the content analysis. However, findings from the student questionnaire revealed that they do not view any significant interference from L1 nor any significant problems in writing the academic essays which are contrary to the essay scores and content analysis results. Recommendations are made for L2 contexts and future research.

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Toward a Model of Transculturation

Abstract: The TESOL Quarterly invites commentary on current trends or practices in the TESOL profession. It also welcomes responses to rebuttals to any articles or remarks published here in The Forum or elsewhere in the Quarterly.

Cited by 147 publications

References 23 publications

Japanese Exchange Students' Writing Experiences in a Canadian University

Japanese Exchange Students' Writing Experiences in a Canadian University

A Contrastive Rhetoric Analysis of Internship Cover Letters Written by Taiwanese and Canadian Hospitality Majors

L1 Use in L2 Academic Essays: A Study of L1 Arabic Writers’ Views

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