Using Self-Referential Pronouns in Writing: The Effect of Explicit Instruction on L2 Writers at Two Levels of Proficiency

Autor/in	Abbuhl, Rebekha
Titel	Using Self-Referential Pronouns in Writing: The Effect of Explicit Instruction on L2 Writers at Two Levels of Proficiency
Quelle	In: Language Teaching Research, 16 (2012) 4, S.501-518 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168812457739
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Form Classes (Languages); Teaching Methods; Writing (Composition); Language Proficiency; Recall (Psychology); Essays; Instructional Effectiveness; Writing Instruction; Tests; College Students + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Analytischer Sprachbau; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung; Language skill; Language skills; Sprachkompetenz; Abberufung; Essay; Aufsatzunterricht; Unterrichtserfolg; Schreibunterricht; Examination; Prüfung; Examen; Collegestudent
Abstract	Skilled writers have at their disposal a range of rhetorical strategies for positioning themselves as competent members of a particular discourse community, including the judicious use of self-referential pronouns (e.g. "I," "she," "he") to overtly signal authorial presence. However, while researchers routinely recommend that second language (L2) writers receive instruction on the use of this rhetorical strategy, empirical studies on the effect of such instruction are rare. The present study investigates the effect of explicit instruction on the ability of non-native speakers of English (NNS) (n = 77) at two different levels of proficiency to use two signals of authorial presence (first person pronouns and self-referential third person pronouns/phrases) while writing specially constructed essay types. Using a controlled/posttest design with stimulated recall data, the study found that the instructed students significantly outperformed their non-instructed counterparts on Essay 1 (immediately after treatment), Essay 2 (one week later) and a quiz (one month later). The effect of the instruction did not depend on the proficiency of the student. Implications for L2 writing instruction are discussed. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10