Foreign language research and pedagogy: A comparison between EFL and FL writing

Abstract

Research in Second Language Writing has predominantly focused on English as Second Language Writing (ESL), which has caused an imbalance in the available literature. While there has been a growing interest in foreign language writing in the past few years (Manchon, 2009; Reichelt, 2001), there is little understanding of how English as a Foreign Language (EFL) and Foreign Language Writing (non-English) have emerged as overlapping, yet potentially distinct lines of scholarship. Through the concept of family, I discuss developing relationships between ESL, EFL, and FL writing. The project consisted of four stages. First, beginning in the 1950s, publication patterns in three journals were identified. Second, literature focusing exclusively on EFL and FL writing was analyzed to find thematic patterns in the research and also the way researchers made use of borrowing. Third, results from individual interviews with researchers in the field were compared to textual analysis of sources. Overall, tracing the development of different lines of scholarship in the field can provide a more holistic understanding of what composing in an additional language entails