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Universidade do Estado do Rio de Janeiro / Rio de Janeiro State University</p></div></div></ul></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="16000529" href="https://www.academia.edu/Documents/in/Teacher_Education"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://independent.academia.edu/QiufangWen","location":"/QiufangWen","scheme":"https","host":"independent.academia.edu","port":null,"pathname":"/QiufangWen","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Teacher Education"]}" data-trace="false" data-dom-id="Pill-react-component-91acd09c-58e3-4591-9939-02a05172c749"></div> <div id="Pill-react-component-91acd09c-58e3-4591-9939-02a05172c749"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="16000529" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Teaching English as a Second Language"]}" data-trace="false" data-dom-id="Pill-react-component-2d39b867-4385-4389-8e64-69ef255296bc"></div> <div id="Pill-react-component-2d39b867-4385-4389-8e64-69ef255296bc"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="16000529" href="https://www.academia.edu/Documents/in/Critical_Pedagogy"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Critical Pedagogy"]}" data-trace="false" data-dom-id="Pill-react-component-a70c5b08-3ec6-4aea-8406-c03b490ee5c2"></div> <div id="Pill-react-component-a70c5b08-3ec6-4aea-8406-c03b490ee5c2"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="16000529" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Second Language Acquisition"]}" data-trace="false" data-dom-id="Pill-react-component-b7a1a4b4-cc97-4d1d-b335-b164aa5cd0e7"></div> <div id="Pill-react-component-b7a1a4b4-cc97-4d1d-b335-b164aa5cd0e7"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Qiufang Wen</h3></div><div class="js-work-strip profile--work_container" data-work-id="8179299"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/8179299/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing"><img alt="Research paper thumbnail of Teaching Experience and Evaluation of Second-Language Students' Writing" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/8179299/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing">Teaching Experience and Evaluation of Second-Language Students' Writing</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speake...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179299"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179299"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179299; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179299]").text(description); $(".js-view-count[data-work-id=8179299]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179299; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179299']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8179299]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179299,"title":"Teaching Experience and Evaluation of Second-Language Students' Writing","translated_title":"","metadata":{"abstract":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ..."},"translated_abstract":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...","internal_url":"https://www.academia.edu/8179299/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing","translated_internal_url":"","created_at":"2014-09-02T22:38:11.319-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[],"research_interests":[],"urls":[{"id":3425547,"url":"http://www.aclacaal.org/Revue/vol-6-no2-art-shi-wang-wen.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8179298"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8179298/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers"><img alt="Research paper thumbnail of L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers" class="work-thumbnail" src="https://attachments.academia-assets.com/48192192/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8179298/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers">L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers</a></div><div class="wp-workCard_item"><span>Journal of Second Language Writing</span><span>, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cc205f3221b0828785e0ceb239861b5c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48192192,"asset_id":8179298,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48192192/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179298"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179298"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179298; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179298]").text(description); $(".js-view-count[data-work-id=8179298]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179298; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179298']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cc205f3221b0828785e0ceb239861b5c" } } $('.js-work-strip[data-work-id=8179298]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179298,"title":"L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers","translated_title":"","metadata":{"ai_title_tag":"L1 Influence on L2 Writing among Chinese EFL Learners","grobid_abstract":"This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.","publication_date":{"day":null,"month":null,"year":2002,"errors":{}},"publication_name":"Journal of Second Language Writing","grobid_abstract_attachment_id":48192192},"translated_abstract":null,"internal_url":"https://www.academia.edu/8179298/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers","translated_internal_url":"","created_at":"2014-09-02T22:38:11.182-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":48192192,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48192192/thumbnails/1.jpg","file_name":"s1060-3743_2802_2900084-x20160820-30918-q1hmlk.pdf","download_url":"https://www.academia.edu/attachments/48192192/download_file","bulk_download_file_name":"L1_use_in_the_L2_composing_process_An_ex.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48192192/s1060-3743_2802_2900084-x20160820-30918-q1hmlk-libre.pdf?1471677757=\u0026response-content-disposition=attachment%3B+filename%3DL1_use_in_the_L2_composing_process_An_ex.pdf\u0026Expires=1742241133\u0026Signature=AZrWUAtAzahQVI2WUv6wRqlaoS-ZXn17a-ayQ1sWFV2a7uuKKrNyR-1xnsnm~j~BmQbZLnOI5qJ9nMFKaOSQveNENMzOrO8mKsEq6z4MtIQ-S~xCzHOeAjKe8ndlekWNi1QXlM144flccQ9N3YQPdnAxjCATJYfA1ZHTq0tZHqAkKZn2~iZ23G8reOf-CMdE0IkJDnLoTXX5aNORSSiDz6rjM8CxNKP7JahccGoYsPz9AQv-UDy7RlgRXppSVFM3lIOawXzD7MScEYag1CYIPbTD5GcNJxNlL5Db8nnJcT7tPlWmEZfSZnoTsBGQjdUhCm4mWNzw-I5XbNgrJiOe0g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers","translated_slug":"","page_count":22,"language":"en","content_type":"Work","summary":"This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[{"id":48192192,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48192192/thumbnails/1.jpg","file_name":"s1060-3743_2802_2900084-x20160820-30918-q1hmlk.pdf","download_url":"https://www.academia.edu/attachments/48192192/download_file","bulk_download_file_name":"L1_use_in_the_L2_composing_process_An_ex.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48192192/s1060-3743_2802_2900084-x20160820-30918-q1hmlk-libre.pdf?1471677757=\u0026response-content-disposition=attachment%3B+filename%3DL1_use_in_the_L2_composing_process_An_ex.pdf\u0026Expires=1742241133\u0026Signature=AZrWUAtAzahQVI2WUv6wRqlaoS-ZXn17a-ayQ1sWFV2a7uuKKrNyR-1xnsnm~j~BmQbZLnOI5qJ9nMFKaOSQveNENMzOrO8mKsEq6z4MtIQ-S~xCzHOeAjKe8ndlekWNi1QXlM144flccQ9N3YQPdnAxjCATJYfA1ZHTq0tZHqAkKZn2~iZ23G8reOf-CMdE0IkJDnLoTXX5aNORSSiDz6rjM8CxNKP7JahccGoYsPz9AQv-UDy7RlgRXppSVFM3lIOawXzD7MScEYag1CYIPbTD5GcNJxNlL5Db8nnJcT7tPlWmEZfSZnoTsBGQjdUhCm4mWNzw-I5XbNgrJiOe0g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":9609,"name":"Second Language Writing","url":"https://www.academia.edu/Documents/in/Second_Language_Writing"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":16296,"name":"Protocol Analysis","url":"https://www.academia.edu/Documents/in/Protocol_Analysis"},{"id":85843,"name":"Chinese","url":"https://www.academia.edu/Documents/in/Chinese"},{"id":121114,"name":"Second Language","url":"https://www.academia.edu/Documents/in/Second_Language"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":959544,"name":"Process Model","url":"https://www.academia.edu/Documents/in/Process_Model"},{"id":1238618,"name":"Text Generation","url":"https://www.academia.edu/Documents/in/Text_Generation"},{"id":2019300,"name":"Exploratory Study","url":"https://www.academia.edu/Documents/in/Exploratory_Study"}],"urls":[{"id":3425546,"url":"http://www.sciencedirect.com/science/article/pii/S106037430200084X"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8179297"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/8179297/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing"><img alt="Research paper thumbnail of Teaching Experience and Evaluation of Second-Language Students' Writing" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/8179297/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing">Teaching Experience and Evaluation of Second-Language Students' Writing</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speake...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179297"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179297"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179297; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179297]").text(description); $(".js-view-count[data-work-id=8179297]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179297; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179297']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8179297]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179297,"title":"Teaching Experience and Evaluation of Second-Language Students' Writing","translated_title":"","metadata":{"abstract":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ..."},"translated_abstract":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...","internal_url":"https://www.academia.edu/8179297/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing","translated_internal_url":"","created_at":"2014-09-02T22:38:10.548-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[],"research_interests":[],"urls":[{"id":3425545,"url":"http://www.aclacaal.org/Revue/vol-6-no2-art-shi-wang-wen.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8179295"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8179295/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers"><img alt="Research paper thumbnail of L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers" class="work-thumbnail" src="https://attachments.academia-assets.com/48192191/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8179295/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers">L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers</a></div><div class="wp-workCard_item"><span>Journal of Second Language Writing</span><span>, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="82123a4083092948ec0f7a29157110c2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48192191,"asset_id":8179295,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48192191/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179295"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179295"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179295; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179295]").text(description); $(".js-view-count[data-work-id=8179295]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179295; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179295']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "82123a4083092948ec0f7a29157110c2" } } $('.js-work-strip[data-work-id=8179295]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179295,"title":"L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers","translated_title":"","metadata":{"ai_title_tag":"L1 Influence on L2 Writing Among Chinese EFL Learners","grobid_abstract":"This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.","publication_date":{"day":null,"month":null,"year":2002,"errors":{}},"publication_name":"Journal of Second Language Writing","grobid_abstract_attachment_id":48192191},"translated_abstract":null,"internal_url":"https://www.academia.edu/8179295/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers","translated_internal_url":"","created_at":"2014-09-02T22:38:10.269-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":48192191,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48192191/thumbnails/1.jpg","file_name":"s1060-3743_2802_2900084-x20160820-28379-14vu6nf.pdf","download_url":"https://www.academia.edu/attachments/48192191/download_file","bulk_download_file_name":"L1_use_in_the_L2_composing_process_An_ex.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48192191/s1060-3743_2802_2900084-x20160820-28379-14vu6nf-libre.pdf?1471677757=\u0026response-content-disposition=attachment%3B+filename%3DL1_use_in_the_L2_composing_process_An_ex.pdf\u0026Expires=1742273651\u0026Signature=ZMgaFxlOLVcw1aQ333b9FJ2T0NBVA698my1TbAt3~cavQU79Pp13ICHt9MINXhNwyQfrAD4wsfnaqBfWu8A6D8Hprn8qqd3conhTJsvBnvjQu5~eyFec~6Hyag2Hqm~-4nBVft5q4-XyQ7KWCVyNLv219RxKnrVVOcOD6zafO6E1IsuVgPuFRugXXJ7ofF8tMwcEsVfh1P5aUR7XhswMomtQRqLU9a2VDMEwkiq64HA61yLLp-WBRYQ-rrzSqtuJO9Fq3XY447f6fojqbiM0A9EoE0aOzFAoaarqtvaN8fZvES2Zwg2Xg4WuqjYT076QxYuB-KH5KYRM8nk43m85uA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers","translated_slug":"","page_count":22,"language":"en","content_type":"Work","summary":"This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[{"id":48192191,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48192191/thumbnails/1.jpg","file_name":"s1060-3743_2802_2900084-x20160820-28379-14vu6nf.pdf","download_url":"https://www.academia.edu/attachments/48192191/download_file","bulk_download_file_name":"L1_use_in_the_L2_composing_process_An_ex.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48192191/s1060-3743_2802_2900084-x20160820-28379-14vu6nf-libre.pdf?1471677757=\u0026response-content-disposition=attachment%3B+filename%3DL1_use_in_the_L2_composing_process_An_ex.pdf\u0026Expires=1742273651\u0026Signature=ZMgaFxlOLVcw1aQ333b9FJ2T0NBVA698my1TbAt3~cavQU79Pp13ICHt9MINXhNwyQfrAD4wsfnaqBfWu8A6D8Hprn8qqd3conhTJsvBnvjQu5~eyFec~6Hyag2Hqm~-4nBVft5q4-XyQ7KWCVyNLv219RxKnrVVOcOD6zafO6E1IsuVgPuFRugXXJ7ofF8tMwcEsVfh1P5aUR7XhswMomtQRqLU9a2VDMEwkiq64HA61yLLp-WBRYQ-rrzSqtuJO9Fq3XY447f6fojqbiM0A9EoE0aOzFAoaarqtvaN8fZvES2Zwg2Xg4WuqjYT076QxYuB-KH5KYRM8nk43m85uA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":9609,"name":"Second Language Writing","url":"https://www.academia.edu/Documents/in/Second_Language_Writing"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":16296,"name":"Protocol Analysis","url":"https://www.academia.edu/Documents/in/Protocol_Analysis"},{"id":85843,"name":"Chinese","url":"https://www.academia.edu/Documents/in/Chinese"},{"id":121114,"name":"Second Language","url":"https://www.academia.edu/Documents/in/Second_Language"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":959544,"name":"Process Model","url":"https://www.academia.edu/Documents/in/Process_Model"},{"id":1238618,"name":"Text Generation","url":"https://www.academia.edu/Documents/in/Text_Generation"},{"id":2019300,"name":"Exploratory Study","url":"https://www.academia.edu/Documents/in/Exploratory_Study"}],"urls":[{"id":3425543,"url":"http://www.sciencedirect.com/science/article/pii/S106037430200084X"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8179293"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/8179293/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing"><img alt="Research paper thumbnail of Teaching Experience and Evaluation of Second-Language Students' Writing" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/8179293/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing">Teaching Experience and Evaluation of Second-Language Students' Writing</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speake...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179293"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179293"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179293; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179293]").text(description); $(".js-view-count[data-work-id=8179293]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179293; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179293']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8179293]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179293,"title":"Teaching Experience and Evaluation of Second-Language Students' Writing","translated_title":"","metadata":{"abstract":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ..."},"translated_abstract":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...","internal_url":"https://www.academia.edu/8179293/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing","translated_internal_url":"","created_at":"2014-09-02T22:38:06.678-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[],"research_interests":[],"urls":[{"id":3425540,"url":"http://www.aclacaal.org/Revue/vol-6-no2-art-shi-wang-wen.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8179292"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8179292/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers"><img alt="Research paper thumbnail of L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers" class="work-thumbnail" src="https://attachments.academia-assets.com/48192190/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8179292/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers">L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers</a></div><div class="wp-workCard_item"><span>Journal of Second Language Writing</span><span>, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="41f76ae40220dadbbcfe967a52f86a17" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48192190,"asset_id":8179292,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48192190/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179292"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179292"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179292; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179292]").text(description); $(".js-view-count[data-work-id=8179292]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179292; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179292']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "41f76ae40220dadbbcfe967a52f86a17" } } $('.js-work-strip[data-work-id=8179292]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179292,"title":"L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers","translated_title":"","metadata":{"grobid_abstract":"This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.","publication_date":{"day":null,"month":null,"year":2002,"errors":{}},"publication_name":"Journal of Second Language Writing","grobid_abstract_attachment_id":48192190},"translated_abstract":null,"internal_url":"https://www.academia.edu/8179292/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers","translated_internal_url":"","created_at":"2014-09-02T22:38:06.445-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":48192190,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48192190/thumbnails/1.jpg","file_name":"s1060-3743_2802_2900084-x20160820-15772-175xpef.pdf","download_url":"https://www.academia.edu/attachments/48192190/download_file","bulk_download_file_name":"L1_use_in_the_L2_composing_process_An_ex.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48192190/s1060-3743_2802_2900084-x20160820-15772-175xpef-libre.pdf?1471677757=\u0026response-content-disposition=attachment%3B+filename%3DL1_use_in_the_L2_composing_process_An_ex.pdf\u0026Expires=1742273651\u0026Signature=V3TfgI5rboRbmD~F2d5v8c6Via859TmT2TP6ukTdvroujoUjQsQo69mue3aTtn13SIcqSZs~9wtEaqNjaczvcfXn5dI7LYr0fEKZW8R~lxr-q0dGMpqTeF6-SurrGSPolrdkGMrXkaQ59sDvVrnSvuuPdAaWOWpQALLhIeOExf5pDTp0fFqI9Lj80e8XrLY-csS-zDgXd9kADHS6gfzFOHO-6ANSp~NWxfhzPBFJ9ENtEx83YxzB~TTVthfRQBksOOIP398ioSuooWpO4bt0fU5MNjEFngTP6yUPMIc8k6t814teagdzbnyac3A6xEm3a6Hjeq8i2BVeCijBHGr-6g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers","translated_slug":"","page_count":22,"language":"en","content_type":"Work","summary":"This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. 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This issue, a bit to our surprise, has triggered a heated debate. We thought that it might be of interest to international researchers, particularly those from non-Englishspeaking countries where English is a "foreign language". Therefore, we will bring it up here to invite further discussion.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4eecc9fae61b2e88d6b937c4bcb057cb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48192195,"asset_id":8179272,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48192195/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179272"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179272"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179272; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179272]").text(description); $(".js-view-count[data-work-id=8179272]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179272; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179272']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4eecc9fae61b2e88d6b937c4bcb057cb" } } $('.js-work-strip[data-work-id=8179272]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179272,"title":"Dual publication and academic inequality","translated_title":"","metadata":{"grobid_abstract":"Recently we have been discussing an issue with our Chinese colleagues: whether it is acceptable to submit a paper in English for international journal publication, based on a published paper in Chinese. 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This issue, a bit to our surprise, has triggered a heated debate. We thought that it might be of interest to international researchers, particularly those from non-Englishspeaking countries where English is a "foreign language". Therefore, we will bring it up here to invite further discussion.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aee2a70da15de116225873dc4593c0b9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48192211,"asset_id":8179270,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48192211/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179270"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179270"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179270; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179270]").text(description); $(".js-view-count[data-work-id=8179270]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179270; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179270']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "aee2a70da15de116225873dc4593c0b9" } } $('.js-work-strip[data-work-id=8179270]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179270,"title":"Dual publication and academic inequality","translated_title":"","metadata":{"grobid_abstract":"Recently we have been discussing an issue with our Chinese colleagues: whether it is acceptable to submit a paper in English for international journal publication, based on a published paper in Chinese. 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Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179263"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179263"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179263; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179263]").text(description); $(".js-view-count[data-work-id=8179263]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179263; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179263']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8179263]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179263,"title":"Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning","translated_title":"","metadata":{"abstract":"It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.","publication_date":{"day":null,"month":null,"year":2005,"errors":{}},"publication_name":"Higher Education"},"translated_abstract":"It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.","internal_url":"https://www.academia.edu/8179263/Read_a_hundred_times_and_the_meaning_will_appear_Changes_in_Chinese_University_students_views_of_the_temporal_structure_of_learning","translated_internal_url":"","created_at":"2014-09-02T22:37:29.265-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Read_a_hundred_times_and_the_meaning_will_appear_Changes_in_Chinese_University_students_views_of_the_temporal_structure_of_learning","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":64592,"name":"Learning theories","url":"https://www.academia.edu/Documents/in/Learning_theories"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems"},{"id":393524,"name":"Learning Process","url":"https://www.academia.edu/Documents/in/Learning_Process"},{"id":414724,"name":"High School Student","url":"https://www.academia.edu/Documents/in/High_School_Student"},{"id":488193,"name":"Memorization","url":"https://www.academia.edu/Documents/in/Memorization"},{"id":644542,"name":"Theories of Learning","url":"https://www.academia.edu/Documents/in/Theories_of_Learning"},{"id":713079,"name":"University Student","url":"https://www.academia.edu/Documents/in/University_Student"}],"urls":[{"id":3425516,"url":"http://www.springerlink.com/index/w2015vwj6g53800h.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8179261"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/8179261/Read_a_hundred_times_and_the_meaning_will_appear_Changes_in_Chinese_University_students_views_of_the_temporal_structure_of_learning"><img alt="Research paper thumbnail of Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/8179261/Read_a_hundred_times_and_the_meaning_will_appear_Changes_in_Chinese_University_students_views_of_the_temporal_structure_of_learning">Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning</a></div><div class="wp-workCard_item"><span>Higher Education</span><span>, 2005</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It has been shown earlier that while some high school students (younger on the average) do not di...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179261"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179261"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179261; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179261]").text(description); $(".js-view-count[data-work-id=8179261]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179261; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179261']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8179261]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179261,"title":"Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning","translated_title":"","metadata":{"abstract":"It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.","publication_date":{"day":null,"month":null,"year":2005,"errors":{}},"publication_name":"Higher Education"},"translated_abstract":"It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.","internal_url":"https://www.academia.edu/8179261/Read_a_hundred_times_and_the_meaning_will_appear_Changes_in_Chinese_University_students_views_of_the_temporal_structure_of_learning","translated_internal_url":"","created_at":"2014-09-02T22:37:27.824-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Read_a_hundred_times_and_the_meaning_will_appear_Changes_in_Chinese_University_students_views_of_the_temporal_structure_of_learning","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":64592,"name":"Learning theories","url":"https://www.academia.edu/Documents/in/Learning_theories"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems"},{"id":393524,"name":"Learning Process","url":"https://www.academia.edu/Documents/in/Learning_Process"},{"id":414724,"name":"High School Student","url":"https://www.academia.edu/Documents/in/High_School_Student"},{"id":488193,"name":"Memorization","url":"https://www.academia.edu/Documents/in/Memorization"},{"id":644542,"name":"Theories of Learning","url":"https://www.academia.edu/Documents/in/Theories_of_Learning"},{"id":713079,"name":"University Student","url":"https://www.academia.edu/Documents/in/University_Student"}],"urls":[{"id":3425515,"url":"http://www.springerlink.com/index/w2015vwj6g53800h.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8179258"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8179258/Building_the_Foreign_Language_Capacity_We_Need_Toward_a_Comprehensive_Strategy_for_a_National_Language_Framework_1_Purpose_of_this_Paper"><img alt="Research paper thumbnail of Building the Foreign Language Capacity We Need: Toward a Comprehensive Strategy for a National Language Framework 1 Purpose of this Paper" class="work-thumbnail" src="https://attachments.academia-assets.com/34613408/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8179258/Building_the_Foreign_Language_Capacity_We_Need_Toward_a_Comprehensive_Strategy_for_a_National_Language_Framework_1_Purpose_of_this_Paper">Building the Foreign Language Capacity We Need: Toward a Comprehensive Strategy for a National Language Framework 1 Purpose of this Paper</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There is a critical national requirement for skilled speakers of languages other than English. Th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There is a critical national requirement for skilled speakers of languages other than English. The need is not new. It has been recognized and documented for more than fifty years in reports of high--level commissions, published analytical studies, and testimony by government and private figures before both houses of Congress, reports in national and local news media, and in a major presidential initiative. As a result of 21 st century economic globalization and international terrorism, it has never been more urgent to develop American citizens who fully understand and can communicate effectively with people of other cultures. Although several steps are being taken to begin to address this need, they are isolated and lack central coordination and accountability; to meet the need requires a comprehensive long--term national strategy. The purpose of this paper is to recommend the necessary components of such a strategy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2107be44a808f483c7084b596649d9e8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34613408,"asset_id":8179258,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34613408/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179258"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179258"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179258; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179258]").text(description); $(".js-view-count[data-work-id=8179258]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179258; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179258']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2107be44a808f483c7084b596649d9e8" } } $('.js-work-strip[data-work-id=8179258]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179258,"title":"Building the Foreign Language Capacity We Need: Toward a Comprehensive Strategy for a National Language Framework 1 Purpose of this Paper","translated_title":"","metadata":{"grobid_abstract":"There is a critical national requirement for skilled speakers of languages other than English. The need is not new. It has been recognized and documented for more than fifty years in reports of high--level commissions, published analytical studies, and testimony by government and private figures before both houses of Congress, reports in national and local news media, and in a major presidential initiative. As a result of 21 st century economic globalization and international terrorism, it has never been more urgent to develop American citizens who fully understand and can communicate effectively with people of other cultures. Although several steps are being taken to begin to address this need, they are isolated and lack central coordination and accountability; to meet the need requires a comprehensive long--term national strategy. The purpose of this paper is to recommend the necessary components of such a strategy.","grobid_abstract_attachment_id":34613408},"translated_abstract":null,"internal_url":"https://www.academia.edu/8179258/Building_the_Foreign_Language_Capacity_We_Need_Toward_a_Comprehensive_Strategy_for_a_National_Language_Framework_1_Purpose_of_this_Paper","translated_internal_url":"","created_at":"2014-09-02T22:37:12.924-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":34613408,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/34613408/thumbnails/1.jpg","file_name":"Building_The_Foreign_Language_Capacity_We_Need.pdf","download_url":"https://www.academia.edu/attachments/34613408/download_file","bulk_download_file_name":"Building_the_Foreign_Language_Capacity_W.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/34613408/Building_The_Foreign_Language_Capacity_We_Need-libre.pdf?1409722612=\u0026response-content-disposition=attachment%3B+filename%3DBuilding_the_Foreign_Language_Capacity_W.pdf\u0026Expires=1742241133\u0026Signature=EbDE0F5yS0kYB7DbtflulWmL-pVuw35rtls0dyO171UjBxX0dCgt3~4cUzaHPIONRiDAgcmuIVHl1HsDmYlcBti~yj1e61a1yzdGPT-vH39mQBIAnBxwmqkAVEv2KzUbLIXqAQi80R94DJm5rksb4-oQ8jWKK-Kj8x-V2FRk~sYfI5m2B3uj1rAfuZOzAnZ9Xtq7rb2MjwLGmrRD3LmhHx08nB2VzR4jgrni5NNwR8OuHaHB6SflE9by-KaIu-oat8YkPYZW1vGt4Ez4S58KhWR~qn5Vd5EZO1EorX~e0fZRR5-i-yO101H5Xy1onfMaDNIw9dH3NADbshjh2YXSTQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Building_the_Foreign_Language_Capacity_We_Need_Toward_a_Comprehensive_Strategy_for_a_National_Language_Framework_1_Purpose_of_this_Paper","translated_slug":"","page_count":42,"language":"en","content_type":"Work","summary":"There is a critical national requirement for skilled speakers of languages other than English. The need is not new. It has been recognized and documented for more than fifty years in reports of high--level commissions, published analytical studies, and testimony by government and private figures before both houses of Congress, reports in national and local news media, and in a major presidential initiative. As a result of 21 st century economic globalization and international terrorism, it has never been more urgent to develop American citizens who fully understand and can communicate effectively with people of other cultures. Although several steps are being taken to begin to address this need, they are isolated and lack central coordination and accountability; to meet the need requires a comprehensive long--term national strategy. The purpose of this paper is to recommend the necessary components of such a strategy.","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[{"id":34613408,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/34613408/thumbnails/1.jpg","file_name":"Building_The_Foreign_Language_Capacity_We_Need.pdf","download_url":"https://www.academia.edu/attachments/34613408/download_file","bulk_download_file_name":"Building_the_Foreign_Language_Capacity_W.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/34613408/Building_The_Foreign_Language_Capacity_We_Need-libre.pdf?1409722612=\u0026response-content-disposition=attachment%3B+filename%3DBuilding_the_Foreign_Language_Capacity_W.pdf\u0026Expires=1742241133\u0026Signature=EbDE0F5yS0kYB7DbtflulWmL-pVuw35rtls0dyO171UjBxX0dCgt3~4cUzaHPIONRiDAgcmuIVHl1HsDmYlcBti~yj1e61a1yzdGPT-vH39mQBIAnBxwmqkAVEv2KzUbLIXqAQi80R94DJm5rksb4-oQ8jWKK-Kj8x-V2FRk~sYfI5m2B3uj1rAfuZOzAnZ9Xtq7rb2MjwLGmrRD3LmhHx08nB2VzR4jgrni5NNwR8OuHaHB6SflE9by-KaIu-oat8YkPYZW1vGt4Ez4S58KhWR~qn5Vd5EZO1EorX~e0fZRR5-i-yO101H5Xy1onfMaDNIw9dH3NADbshjh2YXSTQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8179257"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8179257/Shared_and_separate_meanings_in_the_bilingual_mental_lexicon"><img alt="Research paper thumbnail of Shared and separate meanings in the bilingual mental lexicon" class="work-thumbnail" src="https://attachments.academia-assets.com/34613394/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8179257/Shared_and_separate_meanings_in_the_bilingual_mental_lexicon">Shared and separate meanings in the bilingual mental lexicon</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper proposes a shared, distributed, asymmetrical model for the bilingual mental lexicon. T...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper proposes a shared, distributed, asymmetrical model for the bilingual mental lexicon. To test the sharing of conceptual relations across translation equivalents, Experiment 1 used the classical priming paradigm with specific methodological innovations, trying to satisfy various constraints that had not been addressed in previous studies. The results suggest shared storage for the conceptual representations of the bilingual's two vocabularies and asymmetrical links between concepts and lexical names in the two languages. Experiment 2 examined the details of meaning separation by eliciting semantic closeness rankings for conceptual relations that are equivalent across language translations and those that are not. The results indicate that bilinguals tend to integrate conceptual differences between translation equivalents, but that they also display a "separatist" tendency to maintain the L1 conceptual system in the representation of L1 words and to adopt the L2 conceptual system in the representation of L2 words. * This research was supported by grants 02JAZJD40022 and 01JC740001 from the Eduation Ministry of China. We would like to thank Wido La Heij and two anonymous reviewers for helpful comments on the manuscript.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1263d0c411fcae5556fad251058a77d4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34613394,"asset_id":8179257,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34613394/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179257"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179257"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179257; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179257]").text(description); $(".js-view-count[data-work-id=8179257]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179257; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179257']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1263d0c411fcae5556fad251058a77d4" } } $('.js-work-strip[data-work-id=8179257]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179257,"title":"Shared and separate meanings in the bilingual mental lexicon","translated_title":"","metadata":{"ai_title_tag":"Asymmetrical Model of the Bilingual Mental Lexicon","grobid_abstract":"This paper proposes a shared, distributed, asymmetrical model for the bilingual mental lexicon. To test the sharing of conceptual relations across translation equivalents, Experiment 1 used the classical priming paradigm with specific methodological innovations, trying to satisfy various constraints that had not been addressed in previous studies. The results suggest shared storage for the conceptual representations of the bilingual's two vocabularies and asymmetrical links between concepts and lexical names in the two languages. Experiment 2 examined the details of meaning separation by eliciting semantic closeness rankings for conceptual relations that are equivalent across language translations and those that are not. The results indicate that bilinguals tend to integrate conceptual differences between translation equivalents, but that they also display a \"separatist\" tendency to maintain the L1 conceptual system in the representation of L1 words and to adopt the L2 conceptual system in the representation of L2 words. * This research was supported by grants 02JAZJD40022 and 01JC740001 from the Eduation Ministry of China. We would like to thank Wido La Heij and two anonymous reviewers for helpful comments on the manuscript.","grobid_abstract_attachment_id":34613394},"translated_abstract":null,"internal_url":"https://www.academia.edu/8179257/Shared_and_separate_meanings_in_the_bilingual_mental_lexicon","translated_internal_url":"","created_at":"2014-09-02T22:37:12.089-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":34613394,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/34613394/thumbnails/1.jpg","file_name":"conceptual_model1.pdf","download_url":"https://www.academia.edu/attachments/34613394/download_file","bulk_download_file_name":"Shared_and_separate_meanings_in_the_bili.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/34613394/conceptual_model1-libre.pdf?1409722561=\u0026response-content-disposition=attachment%3B+filename%3DShared_and_separate_meanings_in_the_bili.pdf\u0026Expires=1742241133\u0026Signature=YI5rA393W621BmIeP2NnwCq1odT-6p6iwc~HFulG7-YcuNq5HidpPIlVOyIfmayIuF1rCjQhiHXU5FkeY25Kh64bh1EjVXdjjjWChXAmQb7gleQvoWjEdwZZxP6jfrlId~epyDCJSDHnAK0Il2RZvOaWV9LE6oU2aznSBSAQ3A5GA~oBAB2w~XKpn3AolTOg~fbWkVetz9ZEWBNh4-ZGOmo2vqWFERGj1KyLTDVxs1hkQxBfYNx6CgwJ931XIMNzTGTbCIO26SyprDOKq15mWny8lc1cZwfq~SPAZruH3VO6XTN7JesroD-q-bao7NSLi~2NLnRqnbj55-X21tBgjQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Shared_and_separate_meanings_in_the_bilingual_mental_lexicon","translated_slug":"","page_count":18,"language":"en","content_type":"Work","summary":"This paper proposes a shared, distributed, asymmetrical model for the bilingual mental lexicon. To test the sharing of conceptual relations across translation equivalents, Experiment 1 used the classical priming paradigm with specific methodological innovations, trying to satisfy various constraints that had not been addressed in previous studies. The results suggest shared storage for the conceptual representations of the bilingual's two vocabularies and asymmetrical links between concepts and lexical names in the two languages. Experiment 2 examined the details of meaning separation by eliciting semantic closeness rankings for conceptual relations that are equivalent across language translations and those that are not. The results indicate that bilinguals tend to integrate conceptual differences between translation equivalents, but that they also display a \"separatist\" tendency to maintain the L1 conceptual system in the representation of L1 words and to adopt the L2 conceptual system in the representation of L2 words. * This research was supported by grants 02JAZJD40022 and 01JC740001 from the Eduation Ministry of China. We would like to thank Wido La Heij and two anonymous reviewers for helpful comments on the manuscript.","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[{"id":34613394,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/34613394/thumbnails/1.jpg","file_name":"conceptual_model1.pdf","download_url":"https://www.academia.edu/attachments/34613394/download_file","bulk_download_file_name":"Shared_and_separate_meanings_in_the_bili.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/34613394/conceptual_model1-libre.pdf?1409722561=\u0026response-content-disposition=attachment%3B+filename%3DShared_and_separate_meanings_in_the_bili.pdf\u0026Expires=1742241133\u0026Signature=YI5rA393W621BmIeP2NnwCq1odT-6p6iwc~HFulG7-YcuNq5HidpPIlVOyIfmayIuF1rCjQhiHXU5FkeY25Kh64bh1EjVXdjjjWChXAmQb7gleQvoWjEdwZZxP6jfrlId~epyDCJSDHnAK0Il2RZvOaWV9LE6oU2aznSBSAQ3A5GA~oBAB2w~XKpn3AolTOg~fbWkVetz9ZEWBNh4-ZGOmo2vqWFERGj1KyLTDVxs1hkQxBfYNx6CgwJ931XIMNzTGTbCIO26SyprDOKq15mWny8lc1cZwfq~SPAZruH3VO6XTN7JesroD-q-bao7NSLi~2NLnRqnbj55-X21tBgjQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1773779" id="papers"><div class="js-work-strip profile--work_container" data-work-id="8179299"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/8179299/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing"><img alt="Research paper thumbnail of Teaching Experience and Evaluation of Second-Language Students' Writing" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/8179299/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing">Teaching Experience and Evaluation of Second-Language Students' Writing</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speake...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179299"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179299"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179299; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179299]").text(description); $(".js-view-count[data-work-id=8179299]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179299; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179299']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8179299]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179299,"title":"Teaching Experience and Evaluation of Second-Language Students' Writing","translated_title":"","metadata":{"abstract":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ..."},"translated_abstract":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...","internal_url":"https://www.academia.edu/8179299/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing","translated_internal_url":"","created_at":"2014-09-02T22:38:11.319-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[],"research_interests":[],"urls":[{"id":3425547,"url":"http://www.aclacaal.org/Revue/vol-6-no2-art-shi-wang-wen.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8179298"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8179298/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers"><img alt="Research paper thumbnail of L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers" class="work-thumbnail" src="https://attachments.academia-assets.com/48192192/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8179298/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers">L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers</a></div><div class="wp-workCard_item"><span>Journal of Second Language Writing</span><span>, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cc205f3221b0828785e0ceb239861b5c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48192192,"asset_id":8179298,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48192192/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179298"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179298"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179298; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179298]").text(description); $(".js-view-count[data-work-id=8179298]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179298; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179298']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cc205f3221b0828785e0ceb239861b5c" } } $('.js-work-strip[data-work-id=8179298]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179298,"title":"L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers","translated_title":"","metadata":{"ai_title_tag":"L1 Influence on L2 Writing among Chinese EFL Learners","grobid_abstract":"This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.","publication_date":{"day":null,"month":null,"year":2002,"errors":{}},"publication_name":"Journal of Second Language Writing","grobid_abstract_attachment_id":48192192},"translated_abstract":null,"internal_url":"https://www.academia.edu/8179298/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers","translated_internal_url":"","created_at":"2014-09-02T22:38:11.182-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":48192192,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48192192/thumbnails/1.jpg","file_name":"s1060-3743_2802_2900084-x20160820-30918-q1hmlk.pdf","download_url":"https://www.academia.edu/attachments/48192192/download_file","bulk_download_file_name":"L1_use_in_the_L2_composing_process_An_ex.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48192192/s1060-3743_2802_2900084-x20160820-30918-q1hmlk-libre.pdf?1471677757=\u0026response-content-disposition=attachment%3B+filename%3DL1_use_in_the_L2_composing_process_An_ex.pdf\u0026Expires=1742241133\u0026Signature=AZrWUAtAzahQVI2WUv6wRqlaoS-ZXn17a-ayQ1sWFV2a7uuKKrNyR-1xnsnm~j~BmQbZLnOI5qJ9nMFKaOSQveNENMzOrO8mKsEq6z4MtIQ-S~xCzHOeAjKe8ndlekWNi1QXlM144flccQ9N3YQPdnAxjCATJYfA1ZHTq0tZHqAkKZn2~iZ23G8reOf-CMdE0IkJDnLoTXX5aNORSSiDz6rjM8CxNKP7JahccGoYsPz9AQv-UDy7RlgRXppSVFM3lIOawXzD7MScEYag1CYIPbTD5GcNJxNlL5Db8nnJcT7tPlWmEZfSZnoTsBGQjdUhCm4mWNzw-I5XbNgrJiOe0g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers","translated_slug":"","page_count":22,"language":"en","content_type":"Work","summary":"This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[{"id":48192192,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48192192/thumbnails/1.jpg","file_name":"s1060-3743_2802_2900084-x20160820-30918-q1hmlk.pdf","download_url":"https://www.academia.edu/attachments/48192192/download_file","bulk_download_file_name":"L1_use_in_the_L2_composing_process_An_ex.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48192192/s1060-3743_2802_2900084-x20160820-30918-q1hmlk-libre.pdf?1471677757=\u0026response-content-disposition=attachment%3B+filename%3DL1_use_in_the_L2_composing_process_An_ex.pdf\u0026Expires=1742241133\u0026Signature=AZrWUAtAzahQVI2WUv6wRqlaoS-ZXn17a-ayQ1sWFV2a7uuKKrNyR-1xnsnm~j~BmQbZLnOI5qJ9nMFKaOSQveNENMzOrO8mKsEq6z4MtIQ-S~xCzHOeAjKe8ndlekWNi1QXlM144flccQ9N3YQPdnAxjCATJYfA1ZHTq0tZHqAkKZn2~iZ23G8reOf-CMdE0IkJDnLoTXX5aNORSSiDz6rjM8CxNKP7JahccGoYsPz9AQv-UDy7RlgRXppSVFM3lIOawXzD7MScEYag1CYIPbTD5GcNJxNlL5Db8nnJcT7tPlWmEZfSZnoTsBGQjdUhCm4mWNzw-I5XbNgrJiOe0g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":9609,"name":"Second Language Writing","url":"https://www.academia.edu/Documents/in/Second_Language_Writing"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":16296,"name":"Protocol Analysis","url":"https://www.academia.edu/Documents/in/Protocol_Analysis"},{"id":85843,"name":"Chinese","url":"https://www.academia.edu/Documents/in/Chinese"},{"id":121114,"name":"Second Language","url":"https://www.academia.edu/Documents/in/Second_Language"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":959544,"name":"Process Model","url":"https://www.academia.edu/Documents/in/Process_Model"},{"id":1238618,"name":"Text Generation","url":"https://www.academia.edu/Documents/in/Text_Generation"},{"id":2019300,"name":"Exploratory Study","url":"https://www.academia.edu/Documents/in/Exploratory_Study"}],"urls":[{"id":3425546,"url":"http://www.sciencedirect.com/science/article/pii/S106037430200084X"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8179297"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/8179297/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing"><img alt="Research paper thumbnail of Teaching Experience and Evaluation of Second-Language Students' Writing" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/8179297/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing">Teaching Experience and Evaluation of Second-Language Students' Writing</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speake...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179297"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179297"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179297; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179297]").text(description); $(".js-view-count[data-work-id=8179297]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179297; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179297']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8179297]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179297,"title":"Teaching Experience and Evaluation of Second-Language Students' Writing","translated_title":"","metadata":{"abstract":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ..."},"translated_abstract":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...","internal_url":"https://www.academia.edu/8179297/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing","translated_internal_url":"","created_at":"2014-09-02T22:38:10.548-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[],"research_interests":[],"urls":[{"id":3425545,"url":"http://www.aclacaal.org/Revue/vol-6-no2-art-shi-wang-wen.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8179295"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8179295/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers"><img alt="Research paper thumbnail of L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers" class="work-thumbnail" src="https://attachments.academia-assets.com/48192191/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8179295/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers">L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers</a></div><div class="wp-workCard_item"><span>Journal of Second Language Writing</span><span>, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="82123a4083092948ec0f7a29157110c2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48192191,"asset_id":8179295,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48192191/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179295"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179295"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179295; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179295]").text(description); $(".js-view-count[data-work-id=8179295]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179295; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179295']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "82123a4083092948ec0f7a29157110c2" } } $('.js-work-strip[data-work-id=8179295]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179295,"title":"L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers","translated_title":"","metadata":{"ai_title_tag":"L1 Influence on L2 Writing Among Chinese EFL Learners","grobid_abstract":"This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.","publication_date":{"day":null,"month":null,"year":2002,"errors":{}},"publication_name":"Journal of Second Language Writing","grobid_abstract_attachment_id":48192191},"translated_abstract":null,"internal_url":"https://www.academia.edu/8179295/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers","translated_internal_url":"","created_at":"2014-09-02T22:38:10.269-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":48192191,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48192191/thumbnails/1.jpg","file_name":"s1060-3743_2802_2900084-x20160820-28379-14vu6nf.pdf","download_url":"https://www.academia.edu/attachments/48192191/download_file","bulk_download_file_name":"L1_use_in_the_L2_composing_process_An_ex.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48192191/s1060-3743_2802_2900084-x20160820-28379-14vu6nf-libre.pdf?1471677757=\u0026response-content-disposition=attachment%3B+filename%3DL1_use_in_the_L2_composing_process_An_ex.pdf\u0026Expires=1742273651\u0026Signature=ZMgaFxlOLVcw1aQ333b9FJ2T0NBVA698my1TbAt3~cavQU79Pp13ICHt9MINXhNwyQfrAD4wsfnaqBfWu8A6D8Hprn8qqd3conhTJsvBnvjQu5~eyFec~6Hyag2Hqm~-4nBVft5q4-XyQ7KWCVyNLv219RxKnrVVOcOD6zafO6E1IsuVgPuFRugXXJ7ofF8tMwcEsVfh1P5aUR7XhswMomtQRqLU9a2VDMEwkiq64HA61yLLp-WBRYQ-rrzSqtuJO9Fq3XY447f6fojqbiM0A9EoE0aOzFAoaarqtvaN8fZvES2Zwg2Xg4WuqjYT076QxYuB-KH5KYRM8nk43m85uA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers","translated_slug":"","page_count":22,"language":"en","content_type":"Work","summary":"This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. 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The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[{"id":48192191,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48192191/thumbnails/1.jpg","file_name":"s1060-3743_2802_2900084-x20160820-28379-14vu6nf.pdf","download_url":"https://www.academia.edu/attachments/48192191/download_file","bulk_download_file_name":"L1_use_in_the_L2_composing_process_An_ex.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48192191/s1060-3743_2802_2900084-x20160820-28379-14vu6nf-libre.pdf?1471677757=\u0026response-content-disposition=attachment%3B+filename%3DL1_use_in_the_L2_composing_process_An_ex.pdf\u0026Expires=1742273651\u0026Signature=ZMgaFxlOLVcw1aQ333b9FJ2T0NBVA698my1TbAt3~cavQU79Pp13ICHt9MINXhNwyQfrAD4wsfnaqBfWu8A6D8Hprn8qqd3conhTJsvBnvjQu5~eyFec~6Hyag2Hqm~-4nBVft5q4-XyQ7KWCVyNLv219RxKnrVVOcOD6zafO6E1IsuVgPuFRugXXJ7ofF8tMwcEsVfh1P5aUR7XhswMomtQRqLU9a2VDMEwkiq64HA61yLLp-WBRYQ-rrzSqtuJO9Fq3XY447f6fojqbiM0A9EoE0aOzFAoaarqtvaN8fZvES2Zwg2Xg4WuqjYT076QxYuB-KH5KYRM8nk43m85uA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":9609,"name":"Second Language Writing","url":"https://www.academia.edu/Documents/in/Second_Language_Writing"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":16296,"name":"Protocol Analysis","url":"https://www.academia.edu/Documents/in/Protocol_Analysis"},{"id":85843,"name":"Chinese","url":"https://www.academia.edu/Documents/in/Chinese"},{"id":121114,"name":"Second Language","url":"https://www.academia.edu/Documents/in/Second_Language"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy"},{"id":959544,"name":"Process Model","url":"https://www.academia.edu/Documents/in/Process_Model"},{"id":1238618,"name":"Text Generation","url":"https://www.academia.edu/Documents/in/Text_Generation"},{"id":2019300,"name":"Exploratory Study","url":"https://www.academia.edu/Documents/in/Exploratory_Study"}],"urls":[{"id":3425543,"url":"http://www.sciencedirect.com/science/article/pii/S106037430200084X"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8179293"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/8179293/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing"><img alt="Research paper thumbnail of Teaching Experience and Evaluation of Second-Language Students' Writing" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/8179293/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing">Teaching Experience and Evaluation of Second-Language Students' Writing</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speake...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179293"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179293"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179293; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179293]").text(description); $(".js-view-count[data-work-id=8179293]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179293; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179293']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8179293]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179293,"title":"Teaching Experience and Evaluation of Second-Language Students' Writing","translated_title":"","metadata":{"abstract":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ..."},"translated_abstract":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...","internal_url":"https://www.academia.edu/8179293/Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing","translated_internal_url":"","created_at":"2014-09-02T22:38:06.678-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Teaching_Experience_and_Evaluation_of_Second_Language_Students_Writing","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"... 1991. “Error Gravity: Faculty response to errors in the written discourse of nonnative speakers of English.” In Assessing second language writing in academic contexts. L.Hamp-Lyons (ed.). Norwood, NJ: Ablex, pp. 181–193. Vaughan, C. 1991. ...","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[],"research_interests":[],"urls":[{"id":3425540,"url":"http://www.aclacaal.org/Revue/vol-6-no2-art-shi-wang-wen.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8179292"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8179292/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers"><img alt="Research paper thumbnail of L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers" class="work-thumbnail" src="https://attachments.academia-assets.com/48192190/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8179292/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers">L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers</a></div><div class="wp-workCard_item"><span>Journal of Second Language Writing</span><span>, 2002</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="41f76ae40220dadbbcfe967a52f86a17" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48192190,"asset_id":8179292,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48192190/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179292"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179292"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179292; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179292]").text(description); $(".js-view-count[data-work-id=8179292]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179292; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179292']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "41f76ae40220dadbbcfe967a52f86a17" } } $('.js-work-strip[data-work-id=8179292]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179292,"title":"L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers","translated_title":"","metadata":{"grobid_abstract":"This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. The present study, therefore, focused on the use of L1 in the L2 composing processes of 16 advanced L2 writers, with a view to arriving at a better understanding of the distinct nature of L2 writing.","publication_date":{"day":null,"month":null,"year":2002,"errors":{}},"publication_name":"Journal of Second Language Writing","grobid_abstract_attachment_id":48192190},"translated_abstract":null,"internal_url":"https://www.academia.edu/8179292/L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers","translated_internal_url":"","created_at":"2014-09-02T22:38:06.445-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":48192190,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/48192190/thumbnails/1.jpg","file_name":"s1060-3743_2802_2900084-x20160820-15772-175xpef.pdf","download_url":"https://www.academia.edu/attachments/48192190/download_file","bulk_download_file_name":"L1_use_in_the_L2_composing_process_An_ex.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/48192190/s1060-3743_2802_2900084-x20160820-15772-175xpef-libre.pdf?1471677757=\u0026response-content-disposition=attachment%3B+filename%3DL1_use_in_the_L2_composing_process_An_ex.pdf\u0026Expires=1742273651\u0026Signature=V3TfgI5rboRbmD~F2d5v8c6Via859TmT2TP6ukTdvroujoUjQsQo69mue3aTtn13SIcqSZs~9wtEaqNjaczvcfXn5dI7LYr0fEKZW8R~lxr-q0dGMpqTeF6-SurrGSPolrdkGMrXkaQ59sDvVrnSvuuPdAaWOWpQALLhIeOExf5pDTp0fFqI9Lj80e8XrLY-csS-zDgXd9kADHS6gfzFOHO-6ANSp~NWxfhzPBFJ9ENtEx83YxzB~TTVthfRQBksOOIP398ioSuooWpO4bt0fU5MNjEFngTP6yUPMIc8k6t814teagdzbnyac3A6xEm3a6Hjeq8i2BVeCijBHGr-6g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"L1_use_in_the_L2_composing_process_An_exploratory_study_of_16_Chinese_EFL_writers","translated_slug":"","page_count":22,"language":"en","content_type":"Work","summary":"This paper reports a study on how ESL/EFL writers use their L1 (®rst language) when composing in their L2 (second language) and how such L1 use is affected by L2 pro®ciency and writing tasks. Sixteen Chinese EFL learners were asked to compose aloud on two tasks, narration and argumentation. Analyses of their think-aloud protocols revealed that these student writers had both their L1 and L2 at their disposal when composing in their L2. They were more likely to rely on L1 when they were managing their writing processes, generating and organizing ideas, but more likely to rely on L2 when undertaking taskexamining and text-generating activities. Additionally, more L1 use was found in the narrative writing task than in the argumentative writing. Finally, the think-aloud protocols re¯ected that L1 use decreased with the writer's L2 development, but the extent of the decline of L1 use in individual activities varied. Based on these ®ndings, an L2 composing process model is proposed. # Research on the L2 writing process has thrived since the early 1980s. The focus of attention has been, however, mainly on the similarities between L1 and L2 writing processes despite the``salient and important differences'' between them (Silva, 1993). One important difference between L1 and L2 writing processes is that L2 writers have more than one language at their disposal; that is, they may use both L1 and L2 for cognitive operations when they are composing in the L2. This difference has received limited attention from SLA : S 1 0 6 0 -3 7 4 3 ( 0 2 ) 0 0 0 8 4 -X researchers, resulting in little understanding of the unique features of L2 writing and a lack of a coherent, comprehensive L2 writing theory. 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This issue, a bit to our surprise, has triggered a heated debate. We thought that it might be of interest to international researchers, particularly those from non-Englishspeaking countries where English is a "foreign language". Therefore, we will bring it up here to invite further discussion.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4eecc9fae61b2e88d6b937c4bcb057cb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48192195,"asset_id":8179272,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48192195/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179272"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179272"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179272; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179272]").text(description); $(".js-view-count[data-work-id=8179272]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179272; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179272']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4eecc9fae61b2e88d6b937c4bcb057cb" } } $('.js-work-strip[data-work-id=8179272]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179272,"title":"Dual publication and academic inequality","translated_title":"","metadata":{"grobid_abstract":"Recently we have been discussing an issue with our Chinese colleagues: whether it is acceptable to submit a paper in English for international journal publication, based on a published paper in Chinese. 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This issue, a bit to our surprise, has triggered a heated debate. We thought that it might be of interest to international researchers, particularly those from non-Englishspeaking countries where English is a "foreign language". Therefore, we will bring it up here to invite further discussion.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aee2a70da15de116225873dc4593c0b9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48192211,"asset_id":8179270,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48192211/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179270"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179270"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179270; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179270]").text(description); $(".js-view-count[data-work-id=8179270]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179270; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179270']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "aee2a70da15de116225873dc4593c0b9" } } $('.js-work-strip[data-work-id=8179270]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179270,"title":"Dual publication and academic inequality","translated_title":"","metadata":{"grobid_abstract":"Recently we have been discussing an issue with our Chinese colleagues: whether it is acceptable to submit a paper in English for international journal publication, based on a published paper in Chinese. 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This issue, a bit to our surprise, has triggered a heated debate. We thought that it might be of interest to international researchers, particularly those from non-Englishspeaking countries where English is a \"foreign language\". 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Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179263"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179263"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179263; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179263]").text(description); $(".js-view-count[data-work-id=8179263]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179263; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179263']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8179263]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179263,"title":"Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning","translated_title":"","metadata":{"abstract":"It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.","publication_date":{"day":null,"month":null,"year":2005,"errors":{}},"publication_name":"Higher Education"},"translated_abstract":"It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.","internal_url":"https://www.academia.edu/8179263/Read_a_hundred_times_and_the_meaning_will_appear_Changes_in_Chinese_University_students_views_of_the_temporal_structure_of_learning","translated_internal_url":"","created_at":"2014-09-02T22:37:29.265-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Read_a_hundred_times_and_the_meaning_will_appear_Changes_in_Chinese_University_students_views_of_the_temporal_structure_of_learning","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":64592,"name":"Learning theories","url":"https://www.academia.edu/Documents/in/Learning_theories"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems"},{"id":393524,"name":"Learning Process","url":"https://www.academia.edu/Documents/in/Learning_Process"},{"id":414724,"name":"High School Student","url":"https://www.academia.edu/Documents/in/High_School_Student"},{"id":488193,"name":"Memorization","url":"https://www.academia.edu/Documents/in/Memorization"},{"id":644542,"name":"Theories of Learning","url":"https://www.academia.edu/Documents/in/Theories_of_Learning"},{"id":713079,"name":"University Student","url":"https://www.academia.edu/Documents/in/University_Student"}],"urls":[{"id":3425516,"url":"http://www.springerlink.com/index/w2015vwj6g53800h.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8179261"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/8179261/Read_a_hundred_times_and_the_meaning_will_appear_Changes_in_Chinese_University_students_views_of_the_temporal_structure_of_learning"><img alt="Research paper thumbnail of Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/8179261/Read_a_hundred_times_and_the_meaning_will_appear_Changes_in_Chinese_University_students_views_of_the_temporal_structure_of_learning">Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning</a></div><div class="wp-workCard_item"><span>Higher Education</span><span>, 2005</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It has been shown earlier that while some high school students (younger on the average) do not di...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179261"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179261"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179261; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179261]").text(description); $(".js-view-count[data-work-id=8179261]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179261; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179261']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=8179261]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179261,"title":"Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning","translated_title":"","metadata":{"abstract":"It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.","publication_date":{"day":null,"month":null,"year":2005,"errors":{}},"publication_name":"Higher Education"},"translated_abstract":"It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.","internal_url":"https://www.academia.edu/8179261/Read_a_hundred_times_and_the_meaning_will_appear_Changes_in_Chinese_University_students_views_of_the_temporal_structure_of_learning","translated_internal_url":"","created_at":"2014-09-02T22:37:27.824-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Read_a_hundred_times_and_the_meaning_will_appear_Changes_in_Chinese_University_students_views_of_the_temporal_structure_of_learning","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"It has been shown earlier that while some high school students (younger on the average) do not differentiate between memorization and understanding, others (older on the average) do so (Marton, Watkins and Tang, Learning and Instruction 7, 21–48, 1997). Those who do differentiate impose a sequential ordering on the two: ‘When you learn you memorize first and understand subsequently’ or ‘When you learn you understand first and memorize later’. This sequential ordering is expressed both through the students’ account of their ‘theory of learning’ and their account of their own study practices. In the current study a group of 20 students of an elite University in mainland China were interviewed about learning, memorization and understanding in the context of their studies upon entering the University and 1.5 years later. It was found that while on the first occasion the predominant mode of talking about memorization and understanding was by discussing them in terms of either of the two above ways of sequentially ordering them. On the second occasion the most frequent way of talking about memorization and understanding was in terms of two simultaneous events, simply two different aspects of the very same learning process. The students spoke about using both repetition and variation in their study practice at the same time. Unlike when you read the same presentation of something several times in the same way and thus repeat the same thing again and again, when you read different presentations of the same thing or when you read the same presentation in different ways, something is repeated and something is varied. To the extent that repetition enhances remembering and variation enhances understanding – as the students seem to believe – they will likely remember that which is repeated and understand that which is varied. And when the two are intertwined they will remember what they understand.","owner":{"id":16000529,"first_name":"Qiufang","middle_initials":null,"last_name":"Wen","page_name":"QiufangWen","domain_name":"independent","created_at":"2014-09-02T22:29:59.724-07:00","display_name":"Qiufang Wen","url":"https://independent.academia.edu/QiufangWen"},"attachments":[],"research_interests":[{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education"},{"id":64592,"name":"Learning theories","url":"https://www.academia.edu/Documents/in/Learning_theories"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems"},{"id":393524,"name":"Learning Process","url":"https://www.academia.edu/Documents/in/Learning_Process"},{"id":414724,"name":"High School Student","url":"https://www.academia.edu/Documents/in/High_School_Student"},{"id":488193,"name":"Memorization","url":"https://www.academia.edu/Documents/in/Memorization"},{"id":644542,"name":"Theories of Learning","url":"https://www.academia.edu/Documents/in/Theories_of_Learning"},{"id":713079,"name":"University Student","url":"https://www.academia.edu/Documents/in/University_Student"}],"urls":[{"id":3425515,"url":"http://www.springerlink.com/index/w2015vwj6g53800h.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="8179258"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/8179258/Building_the_Foreign_Language_Capacity_We_Need_Toward_a_Comprehensive_Strategy_for_a_National_Language_Framework_1_Purpose_of_this_Paper"><img alt="Research paper thumbnail of Building the Foreign Language Capacity We Need: Toward a Comprehensive Strategy for a National Language Framework 1 Purpose of this Paper" class="work-thumbnail" src="https://attachments.academia-assets.com/34613408/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/8179258/Building_the_Foreign_Language_Capacity_We_Need_Toward_a_Comprehensive_Strategy_for_a_National_Language_Framework_1_Purpose_of_this_Paper">Building the Foreign Language Capacity We Need: Toward a Comprehensive Strategy for a National Language Framework 1 Purpose of this Paper</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There is a critical national requirement for skilled speakers of languages other than English. Th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There is a critical national requirement for skilled speakers of languages other than English. The need is not new. It has been recognized and documented for more than fifty years in reports of high--level commissions, published analytical studies, and testimony by government and private figures before both houses of Congress, reports in national and local news media, and in a major presidential initiative. As a result of 21 st century economic globalization and international terrorism, it has never been more urgent to develop American citizens who fully understand and can communicate effectively with people of other cultures. Although several steps are being taken to begin to address this need, they are isolated and lack central coordination and accountability; to meet the need requires a comprehensive long--term national strategy. The purpose of this paper is to recommend the necessary components of such a strategy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2107be44a808f483c7084b596649d9e8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34613408,"asset_id":8179258,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34613408/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179258"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179258"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179258; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179258]").text(description); $(".js-view-count[data-work-id=8179258]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179258; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179258']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2107be44a808f483c7084b596649d9e8" } } $('.js-work-strip[data-work-id=8179258]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179258,"title":"Building the Foreign Language Capacity We Need: Toward a Comprehensive Strategy for a National Language Framework 1 Purpose of this Paper","translated_title":"","metadata":{"grobid_abstract":"There is a critical national requirement for skilled speakers of languages other than English. 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T...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper proposes a shared, distributed, asymmetrical model for the bilingual mental lexicon. To test the sharing of conceptual relations across translation equivalents, Experiment 1 used the classical priming paradigm with specific methodological innovations, trying to satisfy various constraints that had not been addressed in previous studies. The results suggest shared storage for the conceptual representations of the bilingual's two vocabularies and asymmetrical links between concepts and lexical names in the two languages. Experiment 2 examined the details of meaning separation by eliciting semantic closeness rankings for conceptual relations that are equivalent across language translations and those that are not. The results indicate that bilinguals tend to integrate conceptual differences between translation equivalents, but that they also display a "separatist" tendency to maintain the L1 conceptual system in the representation of L1 words and to adopt the L2 conceptual system in the representation of L2 words. * This research was supported by grants 02JAZJD40022 and 01JC740001 from the Eduation Ministry of China. We would like to thank Wido La Heij and two anonymous reviewers for helpful comments on the manuscript.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1263d0c411fcae5556fad251058a77d4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34613394,"asset_id":8179257,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34613394/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="8179257"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="8179257"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8179257; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8179257]").text(description); $(".js-view-count[data-work-id=8179257]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8179257; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='8179257']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1263d0c411fcae5556fad251058a77d4" } } $('.js-work-strip[data-work-id=8179257]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":8179257,"title":"Shared and separate meanings in the bilingual mental lexicon","translated_title":"","metadata":{"ai_title_tag":"Asymmetrical Model of the Bilingual Mental Lexicon","grobid_abstract":"This paper proposes a shared, distributed, asymmetrical model for the bilingual mental lexicon. To test the sharing of conceptual relations across translation equivalents, Experiment 1 used the classical priming paradigm with specific methodological innovations, trying to satisfy various constraints that had not been addressed in previous studies. The results suggest shared storage for the conceptual representations of the bilingual's two vocabularies and asymmetrical links between concepts and lexical names in the two languages. Experiment 2 examined the details of meaning separation by eliciting semantic closeness rankings for conceptual relations that are equivalent across language translations and those that are not. The results indicate that bilinguals tend to integrate conceptual differences between translation equivalents, but that they also display a \"separatist\" tendency to maintain the L1 conceptual system in the representation of L1 words and to adopt the L2 conceptual system in the representation of L2 words. * This research was supported by grants 02JAZJD40022 and 01JC740001 from the Eduation Ministry of China. We would like to thank Wido La Heij and two anonymous reviewers for helpful comments on the manuscript.","grobid_abstract_attachment_id":34613394},"translated_abstract":null,"internal_url":"https://www.academia.edu/8179257/Shared_and_separate_meanings_in_the_bilingual_mental_lexicon","translated_internal_url":"","created_at":"2014-09-02T22:37:12.089-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":16000529,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":34613394,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/34613394/thumbnails/1.jpg","file_name":"conceptual_model1.pdf","download_url":"https://www.academia.edu/attachments/34613394/download_file","bulk_download_file_name":"Shared_and_separate_meanings_in_the_bili.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/34613394/conceptual_model1-libre.pdf?1409722561=\u0026response-content-disposition=attachment%3B+filename%3DShared_and_separate_meanings_in_the_bili.pdf\u0026Expires=1742241133\u0026Signature=YI5rA393W621BmIeP2NnwCq1odT-6p6iwc~HFulG7-YcuNq5HidpPIlVOyIfmayIuF1rCjQhiHXU5FkeY25Kh64bh1EjVXdjjjWChXAmQb7gleQvoWjEdwZZxP6jfrlId~epyDCJSDHnAK0Il2RZvOaWV9LE6oU2aznSBSAQ3A5GA~oBAB2w~XKpn3AolTOg~fbWkVetz9ZEWBNh4-ZGOmo2vqWFERGj1KyLTDVxs1hkQxBfYNx6CgwJ931XIMNzTGTbCIO26SyprDOKq15mWny8lc1cZwfq~SPAZruH3VO6XTN7JesroD-q-bao7NSLi~2NLnRqnbj55-X21tBgjQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Shared_and_separate_meanings_in_the_bilingual_mental_lexicon","translated_slug":"","page_count":18,"language":"en","content_type":"Work","summary":"This paper proposes a shared, distributed, asymmetrical model for the bilingual mental lexicon. 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The results indicate that bilinguals tend to integrate conceptual differences between translation equivalents, but that they also display a \"separatist\" tendency to maintain the L1 conceptual system in the representation of L1 words and to adopt the L2 conceptual system in the representation of L2 words. * This research was supported by grants 02JAZJD40022 and 01JC740001 from the Eduation Ministry of China. 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