7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality
7. Thai EFL learners’ interaction during collaborative writing tasks and its relationship to text quality
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7. 泰国英语学习者在协作写作任务中的互动及其与文本质量的关系
DOI：
10.1075/lllt.45.08mcd
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
J. D. Vleeschauwer
中科院分区：
文献类型：
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作者：
Kim McDonough;W. Crawford;J. D. Vleeschauwer
二语写作研究表明，二语学习者在合作构建书面语篇时，通常会相互扶持。对同伴互动的分析主要集中在语言相关事件（LRE）的发生上，很少有研究记录学习者如何讨论书面文本的其他元素，如它们的内容或组织（Elola & Oskoz 2010; Storch 2005; Storch & Wigglesworth 2007; Wigglesworth & Storch 2009），或建立学生互动和文本质量之间的联系。本章描述了泰国EFL学生两人一组写总结和问题/解决方案段落时发生的互动，并探讨了他们的讨论是否与文本质量有关的分析评级形式。结果表明，问题/解决合作写作任务显示了学生的谈话和文本质量之间的正相关，并引起了显着更多的讨论内容，组织和语言比摘要任务。本文还讨论了合作写作对英语教学的启示。
Second language (L2) writing research has shown that L2 learners routinely scaffold each other when working together to co-construct written texts. The analysis of peer interaction has focused largely on the occurrence of language-related episodes (LREs), with fewer studies documenting how learners discuss other elements of written texts, such as their content or organization (Elola & Oskoz 2010; Storch 2005; Storch & Wigglesworth 2007; Wigglesworth & Storch 2009), or establishing a link between student interaction and text quality. This chapter describes the interaction that occurred when Thai EFL students worked in pairs to write summary and problem/solution paragraphs and explores whether their discussions were related to text quality in the form of analytic ratings. The results indicated that problem/solution collaborative writing tasks showed a positive relationship between student talk and text quality and elicited significantly more discussion of content, organization, and language than summary tasks. Implications are discussed in terms of pedagogical considerations for the use of collaborative writing tasks in EFL contexts.