Interplay of a Learner's Regulatory Focus and Genre on Second Language Writing

Autor/inn/en	Eom, Mijin; Papi, Mostafa
Titel	Interplay of a Learner's Regulatory Focus and Genre on Second Language Writing
Quelle	In: English Teaching, 77 (2022) 1, S.41-66 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Correlation; Learning Motivation; Literary Genres; Writing Skills; Accuracy; Language Usage; Syntax; Writing Evaluation; Phrase Structure; Essays; Undergraduate Students; Individual Differences; Metacognition; Pictorial Stimuli; Persuasive Discourse; Foreign Countries; Language Tests; Scores; Learning Experience; South Korea; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Motivation for studies; Lernmotivation; Literarische Form; Writing skill; Schreibfertigkeit; Sprachgebrauch; Phrasenstruktur; Essay; Aufsatzunterricht; Individueller Unterschied; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fantasieanregung; Persuasion; Persuasive Kommunikation; Ausland; Language test; Sprachtest; Lernerfahrung; Korea; Republik
Abstract	Many empirical findings of previous studies have suggested a connection between motivational factors and L2 writing. Nonetheless, the impact of motivational factors on the genre-based L2 writing has not gained much attention. The present study explored the extent to which the characteristics of two writing tasks involving different genres interact with a learner's motivational disposition (regulatory focus) and, further, affect language production of writing. 106 essays collected from 53 university EFL learners were assessed in terms of linguistic complexity and accuracy. 2X2 ANOVA results revealed significant main effects of genre on lexical complexity (lexical variation and MSTTR). More importantly, there were significant interaction effects between genre and regulatory focus on both measures of the syntactic complexity (mean length of T-unit and clause per T-unit) and lexical complexity (lexical density). The findings highlighted the significance of learners' motivational dispositions in genre writing. Drawing on the findings, some pedagogical suggestions to ensure the effectiveness of writing tasks on L2 development were proposed. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01