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Effects of Noticing and Reformulation on Revision in Second Language Writing

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초록

This study examines how reformulation as feedback in L2 writing compares to written comments with regard to effectiveness of subsequent revisions and what students notice while they compare their revisions to reformulation. Twenty-two ESL students in two graduate-level academic writing classes participated in a 4-stage writing task of composition, revision, comparison, and final revision, carried out over three weeks. Results showed that learners in the reformulation condition made a larger number of effective revisions compared to learners in the written comments condition. Also, form, lexical, and discourse errors showed different amounts of uptake in the two feedback conditions. Data from students’ think-aloud protocols, revisions, and reflective reports suggest that various factors had an impact on these results including comprehensibility of feedback, the inherent degree of directness in each type of feedback, and learner individual differences. In addition, results showed that the reformulated feedback helped students to notice the gap between their interlanguage and the target language in various areas of writing such as form, lexical errors, organization, and coherence.

Abstract

This study examines how reformulation as feedback in L2 writing compares to written comments with regard to effectiveness of subsequent revisions and what students notice while they compare their revisions to reformulation. Twenty-two ESL students in two graduate-level academic writing classes participated in a 4-stage writing task of composition, revision, comparison, and final revision, carried out over three weeks. Results showed that learners in the reformulation condition made a larger number of effective revisions compared to learners in the written comments condition. Also, form, lexical, and discourse errors showed different amounts of uptake in the two feedback conditions. Data from students’ think-aloud protocols, revisions, and reflective reports suggest that various factors had an impact on these results including comprehensibility of feedback, the inherent degree of directness in each type of feedback, and learner individual differences. In addition, results showed that the reformulated feedback helped students to notice the gap between their interlanguage and the target language in various areas of writing such as form, lexical errors, organization, and coherence.

참고문헌 (44)

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