 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Scaffolding Information of Learner’s Dictionaries for L2 Writing: A User Perspective
YANG Na, LI Yan, ZHENG Jie
Full-Text PDF
XML 375 Views
DOI:10.17265/1539-8072/2021.03.001
Shanghai Dianji University, Shanghai, China; Northwest University, Xi’an, China
As a major resource and tool of language learning, learner’s dictionaries have provided sufficient information for L2 writing, which serves as a good guide of peer feedback. Hence, learner’s dictionaries are an indispensable part of scaffolding in the L2 writing feedback system. However, the effects of dictionary use in L2 writing have long been ignored either in L2 writing pedagogy or in learner lexicography. By applying the concept of “scaffolding” to peer feedback as the theoretical framework, this study first clarifies three distinct types of scaffolding information presented in current English learner’s dictionaries, and then makes an investigation into EFL learners’ perception and practical use of scaffolding information in their English writing. Results show that most EFL learners have positive attitudes towards scaffolding information and its role in motivating effective feedback in English writing. But their practical use of such information is not satisfactory owing to their inadequate skills and knowledge of dictionary use. This reflects a high demand of a dictionary use course in universities, which will help to raise EFL learners’ dictionary use efficiency as well as improve English teachers’ lexicographical expertise in English writing pedagogy.
scaffolding information, learner’s dictionaries, peer feedback
Bai, Y. H. (2007). Applying scaffolding instruction to college English speaking and listening pedagogy. China Adult Education, (1), 182-183.
Berg, E. C. (1999). The effects of trained peer response on ESL students’ revision types and writing quality. Journal of Second Language Writing, 8(3), 215-241.
Cai, J. G. (2011). A contrastive study of online peer feedback and online teacher feedback on Chinese college students’ English writing. Foreign Language World, (2), 65-72.
Carson, J., & Nelson, G. (1996). Chinese students’ perceptions of ESL peer response group interaction. Journal of Second Language Writing, 5(1), 1-19.
Cazden, C. (1979). Classroom discourse: The language of teaching learning. Cambridge: Cambridge University Press.
Chang, C. (2015). Teacher modeling on EFL reviewers’ audience-aware feedback and affectivity in L2 peer review. Assessing Writing, 25, 2-21.
Chen, Y. Z. (2007). Some problems in giving a course of using dictionaries for college English majors (1). Lexicographical Studies, (6), 113-122.
Chen, Y. Z. (2008). Approaches to current training in the use of dictionaries for English majors. Lexicographical Studies, (3), 118-128.
Connor, U., & Asenavage, K. (1994). Peer response groups in ESL writing classes: How much impact on revision? Journal of Second Language Writing, 3(3), 257-276.
Harvey, K., & Yuill, D. (1997). A study of the use of a monolingual pedagogical dictionary by learners of English engaged in writing. Applied Linguistics, 18(3), 253-278.
Hyland, K., & Hyland, F. (2006). Feedback in second language writing: Contexts and issues. Cambridge: Cambridge University Press.
Leki, I. (1990). Coaching from the margins: Issues in written response. In B. Kroll (Eds.), Second language writing: Research insights for the classroom (pp. 57-68). New York, Cambridge: Cambridge University Press.
Liu, J. (2010). An empirical study on the co-relation between dictionary use and L2 writing. Journal of Hunan First Normal University, 10(3), 56-58, 110.
Liu, J. (2011). Dictionary use of English majors in English compositions. Journal of Harbin University, 32(3), 118-122.
Nelson, G. L., & Murphy, J. M. (1992). An L2 writing group: Task and social dimensions. Journal of Second Language Writing, 1(3), 171-193.
Richards, J. C. (1996). Teachers’ maxims in language teaching. TESOL Quarterly, 30(2), 281-296.
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30.
Rouhi, A., & Azizian, E. (2013). Peer review: Is giving corrective feedback better than receiving it in L2 writing? Procedia-Social and Behavioral Sciences, 93, 1349-1354.
Sengupta, S. (1998). Peer evaluation: “I am not the teacher”. ELT Journal, 52(1), 19-28.
Tsui, A. B. M., & Ng, M. (2000). Do secondary L2 writers benefit from peer comments? Journal of Second Language Writing, 9(2), 147-170.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Villamil, O. S., & De Guerrero, M. (1994). Social-cognitive dimensions of interaction in L2 peer revision. The Modern Language Journal, 78(4), 484-496.
Villamil, O. S., & De Guerrero, M. (1998). Assessing the impact of peer revision on L2 writing. Applied Linguistics, 19(4), 491-514.
Wan, J. B., & Ling, Q. H. (2005). Designing a dictionary use course for non-English majors in Chinese universities. Lexicographical Studies, (3), 177-184.
Wang, W. Y., & Yu, X. (2008). A survey of learner’s self-perceived difficulties in L2 writing. Foreign Language Learning Theory and Practice, (1), 31-35.
Wei, X. Q. (2016). On the use of learner’s dictionary as the scaffolding of peer feedback in L2 writing pedagogy. Lexicographical Studies, (3), 1-10.
Wei, X. Q., Geng, Y. D., & Lu, H. G. (2014). A study on the design features of bilingual learners’ dictionaries. Beijing: Foreign Language Education and Research Press.
Wu, J. H. (2007). On writing pedagogy and dictionary use. Journal of Guangdong University of Foreign Studies, 18(4), 97-100.
Yang, M. (2006). Teacher feedback or/and peer feedback: A comparative study in the Chinese EFL writing class. Modern Foreign Languages, (3), 293-301.
Yang, N., & Wei, X. Q. (2016). Metaphor information in Macmillan English dictionary for advanced learners: Presentation & effectiveness. International Journal of Lexicography, 29(4), 424-451.
Yu, S., & Lee, I. (2014). An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing. System, 47, 28-38.
Yu, S. L. (2013). Revisiting teacher feedback and peer feedback: A sociocultural activity-theory perspective. Modern Foreign Languages, (1), 70-76.
Zhang, G. R. (2004). Applying scaffolding theories to English writing pedagogy. Foreign Languages and Their Teaching, 186(9), 37-39.
Zhang, S. Q. (1995). Reexamining the affective advantage of peer feedback in the ESL writing class. Journal of Second Language Writing, 4(3), 209-222.
Zhou, Y. S. (2013). A contrastive research on feedback in teaching college English writing. Foreign Language World, 156(3), 87-96.