4 research outputs found
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Categorical differences in the false starts of speakers of English as a second language: further evidence for developmental disfluency
Although much is known about the formal properties of L2 repair in general and error corrections in particular, less in known about other subtypes, here collectively referred to as false starts. Unlike L2 self-corrections, false starts are psycholinguistically more comparable with NS equivalents and are of particular interest as possible sites of learner monitoring and modified output. Consistent with previous research on L2 repairs, this study found that lower-intermediate and advanced L2 speakers produced similar numbers of false starts. Their mapping by speaker proficiency level onto Levelt’s (1989) model of speech production revealed that both groups were concerned with lexical and morphological false start repair but that lower-intermediate speakers produced more syntactic and advanced speakers more conceptual examples
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False starts as modified output in second language learners of English: implications for proficiency
This study reports a number of formal differences in the false starts produced by second language speakers of English at two levels of fluency. The results have implications for learning and teaching, testing and materials writing. Previous descriptions of false starts have relied on psycholinguistic taxonomies (Levelt, 1983; Kormos, 1998) based on their imputed function, and have resulted in definitional ambiguity and problems in application, e.g. failure to discriminate between those of different proficiency levels. In view of the importance of false starts as sites of language acquisition (Swain, 1998), it is clearly of interest to identify features that will enable finer discrimination to take place. The position taken is that such features can be discovered between the false start content produced by learners at contrasting fluency levels.
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Combining Process, Product and Genre on a Graduate EAP Writing Course 'Outside of the Disciplines'
In many British universities, EAP writing courses are taught 'outside of the disciplines', in a Language Centre. Learners from different disciplines are often taught together, learning generic writing skills that they are expected to apply to the specific contexts of their disciplines, often during concurrent studies. The resulting physical and conceptual separation of writing from the contexts of learning within the disciplines creates pedagogic challenges for teacher and learner alike. This article focuses on how we meet individual learners' needs on an EAP writing course by combining product, process and genre, and linking up with students' practices in their disciplines
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An innovative approach to EAP learning: student reflective writing practice via a web-based app
Reflective writing has been described as a genre in relation to the ‘common core’ of ‘a general EAP programme’ (Gardner, Nesi & Biber, 2019, p. 672), and its increasing use in HE assessment is well documented. A form of report writing, it has been defined as an internal examination of the writer’s experience with the purpose of promoting personal change (Boyd & Fales, 1983), a process that can facilitate academic development. Repeated opportunities for practice, alongside formative feedback, are likely to improve student confidence and performance. However, students on EAP courses and beyond are often unfamiliar with the genre’s demands, and tutors find the provision of individual feedback time-consuming. Against this background and the increasing availability of digital technology, we decided to develop an online app that students could access independently. We sought student collaboration for the design and build process and adapted the principle of a similar web application that employs ‘informal rubrics’ to assess and give feedback on students’ reflective writing (Shum, et al., 2017, p.67)