Principles and Practices for Response in Second Language Writing: Developing Self-Regulated Learners

240 Pages·2012·5.164 MB·

by  Maureen Snow Andrade, Norman W. Evans

Principles and Practices
for Response in Second
Language Writing
“A unique and much-needed resource for those who teach or tutor second language
writers. This text is timely and has a solid basis in appropriate theory; it skillfully weaves
together ideas from educational studies, second language studies, and second language
writing studies; it treats important issues in depth and breadth; and it is well organized,
clearly and cogently written, and very accessible.”
Tony Silva, Purdue University, USA
“This book is unique in the way it brings writing and self-regulated learning together. It
not only shows us how we can help learners become better writers, but it also provides
us with a model of how we could help learners improve in the other skills as well. It
does all this in a very clear, engaging, and practical way.”
I.S.P. (Paul) Nation, Victoria University of Wellington, New Zealand
“A needed resource for second language writing instruction. The self-regulation
approach provides new strategies to deal with common teaching and learning concerns.”
Myron H. Dembo, Emeritus Professor of Educational Psychology,
University of Southern California, USA
Based on the assumptions that students expect feedback and want to improve, and that
improvement is possible, this book introduces a framework that applies the theory of
self-regulated learning to guide second language writing teachers’ response to learners
at all stages of the writing process. This approach provides teachers with principles and
activities for helping students to take more responsibility for their own learning. By
using self-regulated learning strategies, students can increase their independence from
the teacher, improve their writing skills, and continue to make progress once the course
ends, with or without teacher guidance.
The book focuses on the six dimensions of self-regulated learning—motive, methods
of learning, time, physical environment, social environment, and performance. Each
chapter offers practical activities and suggestions for implementing the principles and
guidelines, including tools and materials that teachers can immediately use.
Maureen Snow Andrade is Associate Vice President for Academic Affairs/Academic
Programs, Utah Valley University, USA.
Norman W. Evans is Associate Professor in the Department of Linguistics and English
Language, Brigham Young University, USA.
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in the ESL & Applied Linguistics Professional Series
Principles and Practices
for Response in Second
Language Writing
Developing Self-Regulated Learners
Maureen Snow Andrade
and Norman W. Evans
First published 2013
by Routledge
711 Third Avenue, New York, NY 10017
Simultaneously published in the UK
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2013 Taylor & Francis
The right of Maureen Snow Andrade and Norman W. Evans to be
identified as authors of this work has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
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Library of Congress Cataloging in Publication Data
Andrade, Maureen S., 1961–
Principles and practices for response in second language writing :
developing self-regulated learners / by Maureen Snow Andrade and
Norman W. Evans.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-415-89701-3 — ISBN 978-0-415-89702-0 (pbk.) —
ISBN 978-0-203-80460-5 (e-book) 1. English language—Rhetoric—
Study and teaching—Foreign speakers. 2. Academic writing—Study
and teaching. 3. Second language acquisition. I. Evans, Norman W.
II. Title.
PE1128.A2A538 2013
428.0071—dc23 2012019159
ISBN: 978-0-415-89701-3 (hbk)
ISBN: 978-0-415-89702-0 (pbk)
ISBN: 978-0-203-80460-5 (ebk)
Typeset in Bembo
by HWA Text and Data Management, London
Printed and bound in the United States of America on acid-free paper
Contents
Preface viii
Acknowledgments x
1 Response to Second Language Writing and Principles of
Self-Regulated Learning 1
2 Motive 24
3 Methods of Learning 48
4 Time Factors 66
5 Physical Environment 86
6 Social Environment 104
7 Performance 127
8 Implementing the Self-Regulated Learning Approach in
the L2 Writing Classroom 148
9 Adapting to Environmental Factors 175
Appendix: Summary of Activities 204
References 210
Index 223
Preface
Most educators are familiar with the proverb often attributed to Chinese
wisdom: “Give a man a fish and you feed him for a day; teach him how to
fish and you feed him for a lifetime.” The principle captured in this adage has
broad teaching applications and serves as the foundation for this volume. As
ESL (English as Second Language) teachers for most of our careers, we are
acutely aware of the importance of helping language learners develop skills
and strategies that will allow them to continue learning and improving long
after they leave our classrooms.
We have spent much of our careers providing feedback to learners in L2
(second language) writing classrooms to help them develop effective writing
skills. We are convinced that feedback is central to learning and writing
improvement. In fact, it is by means of feedback, both direct and indirect,
from our students that we have learned one vital lesson: the way feedback is
provided is critically important to its effectiveness.
Corrective feedback is a long-standing practice in both first and second
writing pedagogy. Writing teachers share their insights, perspectives, and
suggestions with novice writers with the aim of helping them develop
effective writing skills. This feedback is provided by means of marginal
notes, rubrics, error codes, and writing conferences to name but a few. Much
has been said about the methodologies for offering corrective feedback. So
what sets the approach described in this volume apart from these methods?
The purpose of this book is to bring a new perspective to long-standing
feedback practices in second language writing. To our knowledge, this is
the first time the principles of self-regulated learning have been applied to
second language writing pedagogy. In fact, one of the reviewers who read a
Preface ix
draft of the original manuscript proposal captured our intent exactly: “The
significant feature of the book is its combination of writing research and
autonomous learning. This is the first treatment that I have seen of these two
major areas of applied linguistics being brought together in such a practical
and helpful way.”
A substantial research base demonstrates that self-regulated learners,
specifically those who apply the primary tenets of self-regulated learning—
motive, method, time, physical environment, social environment, and
performance—have stronger academic performance than learners who
do not. Six of the nine chapters in this book are focused on each of these
principles. The principle is first defined and then its application to language
learning and second language writing is explained. The chapters also include
numerous practical activities and approaches to help teachers respond to
second language learners in ways that help them become self-regulated
writers.
Joy Reid (1993) once said that written corrective feedback ought to lead
to “long-term improvement and cognitive change” (p. 229). Ken and Fiona
Hyland (2006b) similarly suggest that feedback should point “forward to the
student’s future writing and the development of his or her writing process”
(p. 83). Our experience tells us that feedback based on the six self-regulated
learning principles presented in this book points forward to improved second
language writing and lasting change. As one of our reviewers noted, “This
book provides an excellent description with very practical suggestions on
how to help learners take control of the development of their own skill in
writing … with an excellent model of how the ideas of self-regulated and
autonomous learning can be implemented in a particular language skill.”
This was precisely the objective we had in mind when we undertook this
project.
Acknowledgments
We are especially grateful to those who reviewed our book proposal. They
caught the vision and paved the way for it to be realized. We are also in debt
to Laura Rawlins and the Brigham Young University Faculty Editing Service
team, Mel Thorn from Brigham Young University Humanities Publications
Center, Anthony Perez from Brigham Young University Publications and
Graphics, and Elizabeth Gillis for their expertise and hours of support as
we wrote and refined the manuscript and prepared it for publication.
Naomi Silverman, our editor from Taylor and Francis, was enthusiastic and
encouraging throughout the process, as was Eli Hinkel, editor for the ESL &
Applied Linguistics Professional Series. We also recognize our institutions—
Utah Valley University and Brigham Young University—for their support
in terms of time and resources to enable us to complete this book. Without
these dedicated individuals and favorable circumstances, this work would
not have come to fruition.