Representation of Mental Processes and the Use of Artefacts in Structuring Spanish Language Sentences (original) (raw)
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2013
Science and Technology (FFI 2009-14155) for financing the present doctoral dissertation. I would also like to thank those people who helped me with the data collection process and with the coding of the data. I am grateful to the participants and to the teacher of the EAP course for their involvement. I am also thankful to Julio Roca for helping me to conduct some of the interviews, to Teresa Navés for training me in the analyses of the CAF measures and to Sonia López for her help in the analytical rating. I also greatly appreciate Marina Artese's and Talita Groenendijk's help in the second coding of the journals. I owe special thanks to Gert Rijlaarsdam for arranging and generously funding the holistic rating of the essays in the University of Amsterdam. In addition, I am thankful to several senior researchers for their advice on my study and for the time they devoted to my work. I am grateful to Judit Kormos and Rob Schoonen for writing the report on my thesis. I am also thankful to the scientific advisors of Rosa Manchón's research projects who gave me feedback on my study during one research meeting in Murcia:
Collaboration and Writing Development in L2 Spanish: A Microanalytic Perspective
Dimensions, 2023
This case study focuses on how two learners position themselves as partners in a collaborative writing activity in a Spanish Writing course. I utilize a micro-discourse analytic approach (Eskildsen & Markee, 2018; van Compernolle, 2015, 2018) to highlight the situated nature of collaboration and the dynamicity of the collaborative writing process as it unfolds turn-by-turn during their interactions. This type of analysis permits researchers to explore how learners orient to their partners and to the language they are producing, and what learners do with their talk (Markee, 2000), so that researchers can observe their competence-in-action (Pekarek Doehler, 2013). The discursive practices of the pair suggested that they viewed collaboration as a way to trade off the role of being expert based on whether their attention was focused on content or language.
Verbal processes in student academic writing in Spanish from a systemic functional perspective
Lenguaje
The aim of this paper is to present a systemic functional analysis of verbal processes in student texts. This work is part of an on-going research project developed at the National Autonomous University of Mexico. The paper is based on literature texts belonging to two genres: question-answer and essay. First, I define the group of verbal processes and determine their frequency. Then I explore the context of their use and identify the participants in the verbal clauses. Finally, I compare the two groups of texts according to their verbal process characteristics.
Framed within a Sociocultural Theory of Mind approach to the field of Second Language Acquisition, this article proposes a comprehensive analysis to studying learners’ development and internalization of grammatical concepts in the L2 classroom. The present investigation focuses on the case study of Julian, a student enrolled in an advanced Spanish course struggling with the notion of aspect. Julian’s development is examined through an analytic approach of multiple sets of data (definition, written performance protocols, and verbalizations) before and after being exposed to Concept-Based Instruction. It is proposed that interpreting learner’s performance by connecting different types of developmental data allows for a closer examination of the process of concept formation and internalization in the L2. The analytical approach presented in this article also provides researchers and practitioners with the necessary tools to understand how learners transform their conceptual understanding through conscious manipulations, which have the potential to foster the development of complex grammatical categories of meaning.
Studying the Process of Writing in a Foreign Language: An Overview of the Methods
Journal of Language Teaching and Research, 2015
This paper provides an overview of the methods adopted in researching the process of writing in a foreign and second language. Cognitively-informed research tends to adopt verbal protocols as a primary method of investigation. In contrast, sociocultural theoretical frameworks typically focus on collaborative writing tasks to elicit data. This overview argues for the need to adopt methods consistent with a sociocultural perspective in studying individual writing tasks.
Journal of Writing Research, 2024
Writing processes constitute a complex interplay of planning, formulation and revision. Ideas take shape through the activation of previous knowledge and, when permitted, also its synthesis with information from sources that help to complement it and resolve doubts and shortcomings arising during writing. The possibility to use external help can be especially useful to those writing in a foreign language, and questions about the nature of the sources consulted can contribute new insights into language processing in the multilingual mind, as well as expand our notion of fluency. While leaving the target text is often considered a distraction, a ‘breakdown’ in fluency, it is, in fact, a part of language processing and text creation. This article proposes a novel way to use keylogging data from Inputlog (Leijten and Van Waes 2013) to visualise the crosslinguistic nature of solving language and content problems in L3+ writing: creating process graphs to display the temporal dynamics of different types of sources used. The example data comes from a university-level course on Spanish linguistics, where Spanish was a third or subsequent language for the participants. Evidently, the vast majority of their external activity was language-related and brief, and, interestingly, a great part of it recurs to a lingua franca, English. Some social context and reasoning is offered to explain such an observation.
IMPLEMENTING TALK FOR WRITING IN KS1 IN A BILINGUAL SCHOOL IN GRAN CANARIA 2014-2015 Tutor
ANNEX B -Writing samples. Child from Y1 group. ANNEX C -Writing samples. Child from Y1 group. ANNEX D -Writing samples. Child from Y2 group. ANNEX E -Writing samples. Child from Y2 group. UNIVERSIDAD DE LAS PALMAS DE GRAN CANARIA FACULTAD DE FORMACIÓN DEL PROFESORADO GRADO EN EDUCACIÓN PRIMARIA LENGUAS EXTRANJERAS 5 APLICANDO "TALK FOR WRITING" EN 1º Y 2º DE PRIMARIA DE UN COLEGIO BILINGÜE DE GRAN CANARIA 2014-2015
An Analysis of the Writing Skill of Mexican Learners of English
TESOL Journal, 2021
Analyzing the writing skill of English language learners emerges from understanding the accuracy, fluency, and complexity of texts and classifying written errors according to syntax, morphology, and lexicon. In this quantitative descriptive-analysis study, the participants included thirty one Spanish-speaking, Mexican English language learners who were enrolled in an English skills development course designed for B1-B2 English language learners. The participants had 50 minutes to write a narrative essay based on an image that served as context. Of the 31 texts, the findings show that 901 total errors were classified into three metalinguistic categories (i.e., syntax, morphology, and lexicon) and in terms of written development (i.e., accuracy, fluency, and complexity), suggesting that a holistic approach to instruction and assessment in the English language classroom can provide a clearer context when developing writing skills. Resumen La habilidad de escritura de aprendices del idioma inglés emerge de entender las dimensiones de precisión, fluidez y complejidad de textos, así como de la clasificación de errores escritos según la sintaxis, la morfología y el léxico. Treinta y un participantes mexicanos que estudian inglés en un curso de desarrollo de habilidades del idioma, el cual fue diseñado a un nivel B1-B2 de dominio, participaron en este estudio con el objetivo de clasificar sus errores de escritura. A los participantes se les mostró una imagen de dos personas abrazándose para que escribieran un ensayo narrativo en un tiempo de 50 minutos. Los resultados muestran que la dimensión de precisión puede ser expresada en tres categorías metalingüísticas: sintaxis, morfología, y léxico; considerando esto, las dimensiones de fluidez y complejidad también pueden ser medidas en el desarrollo de la habilidad de escritura. Las implicaciones de este estudio sugieren que un enfoque holístico puede proveer un contexto más claro al desarrollar la habilidad de escritura para las áreas de evaluación e instrucción del idioma inglés en el aula.