49026828 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 55 GE 15 9789027260840 06 10.1075/lllt.55 13 2020022015 00 EA E133 10 01 JB code LL&LT 02 JB code 1569-9471 02 55.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 01 01 Languaging in Language Learning and Teaching Languaging in Language Learning and Teaching 1 B01 01 JB code 702297946 Wataru Suzuki Suzuki, Wataru Wataru Suzuki Miyagi University of Education 2 B01 01 JB code 226297947 Neomy Storch Storch, Neomy Neomy Storch University of Melbourne 01 eng 11 321 03 03 vii 03 00 313 03 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code LIN.BIL Multilingualism 10 FOR000000 12 CJA 01 06 02 00 This book is the first to bring together a collection of recent empirical studies investigating languaging, an important construct first introduced by Swain in 2006 but which has since been deployed in a growing number of L2 studies. 03 00 This book is the first to bring together a collection of recent empirical studies investigating languaging, an important construct first introduced by Swain in 2006 but which has since been deployed in a growing number of L2 studies. The contributing authors include both established and emerging authors from around the globe. They report on studies which elicited languaging in oral or written form, via a range of individual and group tasks, and from a diverse range of student populations. As such these studies extend the scope of extant research, illustrating different and novel approaches to research on languaging. The findings of these studies provide new insights into the language learning opportunities that languaging can afford language learners in different educational and linguistic contexts but also the factors that may impact on these opportunities. As such the book promises to be of relevance and interest to both researchers and language teachers. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.55.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027207432.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027207432.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.55.hb.png 01 01 D503 https://benjamins.com/covers/125/lllt.55.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.55.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.55.hb.png 01 01 JB code lllt.55.ack 06 10.1075/lllt.55.ack vii vii 1 Miscellaneous 1 01 04 Acknowledgements Acknowledgements 01 01 JB code lllt.55.int 06 10.1075/lllt.55.int 2 15 14 Chapter 2 01 04 Introduction Introduction 1 A01 01 JB code 588418745 Wataru Suzuki Suzuki, Wataru Wataru Suzuki Miyagi University of Education 2 A01 01 JB code 816418746 Neomy Storch Storch, Neomy Neomy Storch The University of Melbourne 01 01 JB code lllt.55.p1 06 10.1075/lllt.55.p1 20 169 150 Section header 3 01 04 Section I. Languaging Section I. Languaging 01 04 Other-directed talk (collaborative dialogue) Other-directed talk (collaborative dialogue) 01 01 JB code lllt.55.01cal 06 10.1075/lllt.55.01cal 20 39 20 Chapter 4 01 04 Chapter 1. Child EFL grammar learning through a collaborative writing task Chapter 1. Child EFL grammar learning through a collaborative writing task 1 A01 01 JB code 976418747 Asier Calzada Calzada, Asier Asier Calzada Universidad del País Vasco/Euskal Herriko Unibertsitatea 2 A01 01 JB code 134418748 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo Universidad del País Vasco/Euskal Herriko Unibertsitatea 01 01 JB code lllt.55.02sat 06 10.1075/lllt.55.02sat 42 66 25 Chapter 5 01 04 Chapter 2. The role of L1 use by high-proficiency learners in L2 vocabulary development Chapter 2. The role of L1 use by high-proficiency learners in L2 vocabulary development 01 04 A quasi-experimental study of L1 languaging A quasi-experimental study of L1 languaging 1 A01 01 JB code 64418749 Masatoshi Sato Sato, Masatoshi Masatoshi Sato Universidad Andres Bello 2 A01 01 JB code 282418750 Isidora Angulo Angulo, Isidora Isidora Angulo The Mayflower School 01 01 JB code lllt.55.03tot 06 10.1075/lllt.55.03tot 68 89 22 Chapter 6 01 04 Chapter 3. Languaging and grammatical terminology Chapter 3. Languaging and grammatical terminology 01 04 Expressing linguistic concepts while co-constructing understandings Expressing linguistic concepts while co-constructing understandings 1 A01 01 JB code 356418751 Paul D. Toth Toth, Paul D. Paul D. Toth Temple University 2 A01 01 JB code 589418752 Kara Moranski Moranski, Kara Kara Moranski University of Cincinnati 3 A01 01 JB code 790418753 Ashley Shaffer Shaffer, Ashley Ashley Shaffer Temple University 4 A01 01 JB code 194418754 Raquel Mattson-Prieto Mattson-Prieto, Raquel Raquel Mattson-Prieto Princeton University 01 01 JB code lllt.55.04fer 06 10.1075/lllt.55.04fer 92 110 19 Chapter 7 01 04 Chapter 4. Exploring interaction between heritage and second language learners in the Spanish language classroom Chapter 4. Exploring interaction between heritage and second language learners in the Spanish language classroom 01 04 Opportunities for collaborative dialogue and learning Opportunities for collaborative dialogue and learning 1 A01 01 JB code 45418755 Ana Fernández-Dobao Fernández-Dobao, Ana Ana Fernández-Dobao University of Washington 01 01 JB code lllt.55.05sto 06 10.1075/lllt.55.05sto 112 128 17 Chapter 8 01 04 Chapter 5. Languaging when providing and processing peer feedback Chapter 5. Languaging when providing and processing peer feedback 1 A01 01 JB code 7418756 Neomy Storch Storch, Neomy Neomy Storch The University of Melbourne, Australia 2 A01 01 JB code 165418757 Ali Alshuraidah Alshuraidah, Ali Ali Alshuraidah King Saud University, Saudi Arabia 01 01 JB code lllt.55.06yan 06 10.1075/lllt.55.06yan 130 148 19 Chapter 9 01 04 Chapter 6. Languaging Chapter 6. Languaging 01 04 Chinese students rewrite a narrative in English Chinese students rewrite a narrative in English 1 A01 01 JB code 80418758 Luxin Yang Yang, Luxin Luxin Yang Beijing Foreign Studies University 01 01 JB code lllt.55.07li 06 10.1075/lllt.55.07li 150 169 20 Chapter 10 01 04 Chapter 7. Languaging in wiki-based collaborative writing: Chapter 7. Languaging in wiki-based collaborative writing: 01 04 Functions and mediating factors Functions and mediating factors 1 A01 01 JB code 781418759 Mimi Li Li, Mimi Mimi Li Texas A&M University-Commerce 01 01 JB code lllt.55.p2 06 10.1075/lllt.55.p2 176 307 132 Section header 11 01 04 Section II. Languaging Section II. Languaging 01 04 Self-directed talk Self-directed talk 01 01 JB code lllt.55.p2-1 06 10.1075/lllt.55.p2-1 176 215 40 Section header 12 01 04 II.1. Oral self-directed talk II.1. Oral self-directed talk 01 01 JB code lllt.55.08gan 06 10.1075/lllt.55.08gan 176 195 20 Chapter 13 01 04 Chapter 8. Talking about language Chapter 8. Talking about language 01 04 L2 learners' use of metalinguistic knowledge on contrasting pedagogic tasks L2 learners’ use of metalinguistic knowledge on contrasting pedagogic tasks 1 A01 01 JB code 210418760 Gabriela Adela Gánem-Gutiérrez Gánem-Gutiérrez, Gabriela Adela Gabriela Adela Gánem-Gutiérrez University of Essex 2 A01 01 JB code 443418761 Karen Roehr-Brackin Roehr-Brackin, Karen Karen Roehr-Brackin University of Essex 01 01 JB code lllt.55.09wat 06 10.1075/lllt.55.09wat 198 215 18 Chapter 14 01 04 Chapter 9. Talking to self while writing Chapter 9. Talking to self while writing 01 04 Second-language writers' languaging processes and reflections Second-language writers’ languaging processes and reflections 1 A01 01 JB code 297418762 Yuko Watanabe Watanabe, Yuko Yuko Watanabe University of Toronto 01 01 JB code lllt.55.p2-2 06 10.1075/lllt.55.p2-2 220 307 88 Section header 15 01 04 II.2. Written self-directed talk (written languaging) II.2. Written self-directed talk (written languaging) 01 01 JB code lllt.55.10ish 06 10.1075/lllt.55.10ish 220 240 21 Chapter 16 01 04 Chapter 10. L2 learning and the frequency and quality of written languaging Chapter 10. L2 learning and the frequency and quality of written languaging 1 A01 01 JB code 306418763 Masako Ishikawa Ishikawa, Masako Masako Ishikawa Josai University 2 A01 01 JB code 532418764 Andrea Révész Révész, Andrea Andrea Révész University College London 01 01 JB code lllt.55.11man 06 10.1075/lllt.55.11man 242 265 24 Chapter 17 01 04 Chapter 11. L2 writers' processing of written corrective feedback Chapter 11. L2 writers’ processing of written corrective feedback 01 04 Depth of processing via written languaging Depth of processing via written languaging 1 A01 01 JB code 608418765 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia, Spain 2 A01 01 JB code 816418766 Florentina Nicolás-Conesa Nicolás-Conesa, Florentina Florentina Nicolás-Conesa University of Murcia, Spain 3 A01 01 JB code 240418767 Lourdes Cerezo Cerezo, Lourdes Lourdes Cerezo University of Murcia, Spain 4 A01 01 JB code 463418768 Raquel Criado Criado, Raquel Raquel Criado University of Murcia, Spain 01 01 JB code lllt.55.12mor 06 10.1075/lllt.55.12mor 268 286 19 Chapter 18 01 04 Chapter 12. Effects of written languaging in response to direct and indirect corrective feedback on developing writing accuracy Chapter 12. Effects of written languaging in response to direct and indirect corrective feedback on developing writing accuracy 1 A01 01 JB code 340418769 Mahmood Reza Moradian Moradian, Mahmood Reza Mahmood Reza Moradian Lorestan University 2 A01 01 JB code 574418770 Mojgan Hossein-Nasab Hossein-Nasab, Mojgan Mojgan Hossein-Nasab Lorestan University 3 A01 01 JB code 790418771 Mowla Miri Miri, Mowla Mowla Miri Allameh Tabataba'i University 01 01 JB code lllt.55.13sim 06 10.1075/lllt.55.13sim 288 307 20 Chapter 19 01 04 Chapter 13. Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions Chapter 13. Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions 1 A01 01 JB code 574418772 Daphnée Simard Simard, Daphnée Daphnée Simard Université du Québec à Montréal 2 A01 01 JB code 800418773 Michael Zuniga Zuniga, Michael Michael Zuniga Université du Québec à Montréal 01 01 JB code lllt.55.index 06 10.1075/lllt.55.index 309 309 1 Miscellaneous 20 01 04 Index Index 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20200814 C 2020 John Benjamins D 2020 John Benjamins 02 WORLD 13 15 9789027207449 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01 00 Unqualified price 00 33.00 EUR 01 00 Unqualified price 00 28.00 GBP 01 00 Unqualified price 00 49.95 USD 106018250 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 55 Hb 15 9789027207432 06 10.1075/lllt.55 13 2020022014 00 BB 08 715 gr 10 01 JB code LL&LT 02 1569-9471 02 55.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 01 01 Languaging in Language Learning and Teaching A collection of empirical studies Languaging in Language Learning and Teaching: A collection of empirical studies 1 B01 01 JB code 702297946 Wataru Suzuki Suzuki, Wataru Wataru Suzuki Miyagi University of Education 07 https://benjamins.com/catalog/persons/702297946 2 B01 01 JB code 226297947 Neomy Storch Storch, Neomy Neomy Storch University of Melbourne 07 https://benjamins.com/catalog/persons/226297947 01 eng 11 321 03 03 vii 03 00 313 03 01 23 418.0071 03 2020 P118.2 04 Second language acquisition. 04 Language and languages--Study and teaching--Foreign speakers. 10 FOR000000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code LIN.BIL Multilingualism 01 06 02 00 This book is the first to bring together a collection of recent empirical studies investigating languaging, an important construct first introduced by Swain in 2006 but which has since been deployed in a growing number of L2 studies. 03 00 This book is the first to bring together a collection of recent empirical studies investigating languaging, an important construct first introduced by Swain in 2006 but which has since been deployed in a growing number of L2 studies. The contributing authors include both established and emerging authors from around the globe. They report on studies which elicited languaging in oral or written form, via a range of individual and group tasks, and from a diverse range of student populations. As such these studies extend the scope of extant research, illustrating different and novel approaches to research on languaging. The findings of these studies provide new insights into the language learning opportunities that languaging can afford language learners in different educational and linguistic contexts but also the factors that may impact on these opportunities. As such the book promises to be of relevance and interest to both researchers and language teachers. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.55.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027207432.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027207432.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.55.hb.png 01 01 D503 https://benjamins.com/covers/125/lllt.55.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.55.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.55.hb.png 01 01 JB code lllt.55.ack 06 10.1075/lllt.55.ack vii viii 2 Miscellaneous 1 01 04 Acknowledgements Acknowledgements 01 eng 01 01 JB code lllt.55.int 06 10.1075/lllt.55.int 1 16 16 Chapter 2 01 04 Introduction Introduction 1 A01 01 JB code 588418745 Wataru Suzuki Suzuki, Wataru Wataru Suzuki Miyagi University of Education 07 https://benjamins.com/catalog/persons/588418745 2 A01 01 JB code 816418746 Neomy Storch Storch, Neomy Neomy Storch The University of Melbourne 07 https://benjamins.com/catalog/persons/816418746 01 eng 01 01 JB code lllt.55.p1 06 10.1075/lllt.55.p1 20 169 150 Section header 3 01 04 Section I. Languaging Section I. Languaging 01 04 Other-directed talk (collaborative dialogue) Other-directed talk (collaborative dialogue) 01 eng 01 01 JB code lllt.55.01cal 06 10.1075/lllt.55.01cal 19 40 22 Chapter 4 01 04 Chapter 1. Child EFL grammar learning through a collaborative writing task Chapter 1. Child EFL grammar learning through a collaborative writing task 1 A01 01 JB code 976418747 Asier Calzada Calzada, Asier Asier Calzada Universidad del País Vasco/Euskal Herriko Unibertsitatea 07 https://benjamins.com/catalog/persons/976418747 2 A01 01 JB code 134418748 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo Universidad del País Vasco/Euskal Herriko Unibertsitatea 07 https://benjamins.com/catalog/persons/134418748 01 eng 30 00

The present study analyzed the effects of completing a dictogloss task on the development of English grammar (3rd person singular -s and articles) in a foreign language primary school context. Fifty 11–12 year-old elementary EFL Spanish learners worked on a dictogloss task individually, and in teacher-assigned dyads and small groups. Their grammar gains were measured by means of a pre- and post-dictogloss grammaticality judgment test. The analysis of the children’s languaging showed that the task encouraged learners in pairs and groups to equally focus on form, although not only on the target features, which did not improve. There was, however, a slight advantage of pairs over small groups and individuals. A number of research implications, drawn from these results, are discussed.

01 01 JB code lllt.55.02sat 06 10.1075/lllt.55.02sat 41 66 26 Chapter 5 01 04 Chapter 2. The role of L1 use by high-proficiency learners in L2 vocabulary development Chapter 2. The role of L1 use by high-proficiency learners in L2 vocabulary development 01 04 A quasi-experimental study of L1 languaging A quasi-experimental study of L1 languaging 1 A01 01 JB code 64418749 Masatoshi Sato Sato, Masatoshi Masatoshi Sato Universidad Andres Bello 07 https://benjamins.com/catalog/persons/64418749 2 A01 01 JB code 282418750 Isidora Angulo Angulo, Isidora Isidora Angulo The Mayflower School 07 https://benjamins.com/catalog/persons/282418750 01 eng 30 00

This study investigated second language (L2) learners’ use of first language (L1) as a means to resolve lexical issues during collaborative writing tasks (i.e., L1 languaging). Participants were 34 8th grade high-proficiency English learners in Chile who shared their L1 (Spanish). Their vocabulary development was tested via the vocabulary knowledge scale (VKS). Their interactions during the collaborative writing tasks were audio-recorded. The transcripts were first analysed in light of L1 focus such as content, language, and task management. Then, lexical language-related episodes (LREs) involving L1 were examined. The regression models of the VKS and LRE scores showed that L1 languaging was associated with higher gains in vocabulary knowledge.

01 01 JB code lllt.55.03tot 06 10.1075/lllt.55.03tot 67 90 24 Chapter 6 01 04 Chapter 3. Languaging and grammatical terminology Chapter 3. Languaging and grammatical terminology 01 04 Expressing linguistic concepts while co-constructing understandings Expressing linguistic concepts while co-constructing understandings 1 A01 01 JB code 356418751 Paul D. Toth Toth, Paul D. Paul D. Toth Temple University 07 https://benjamins.com/catalog/persons/356418751 2 A01 01 JB code 589418752 Kara Moranski Moranski, Kara Kara Moranski University of Cincinnati 07 https://benjamins.com/catalog/persons/589418752 3 A01 01 JB code 790418753 Ashley Shaffer Shaffer, Ashley Ashley Shaffer Temple University 07 https://benjamins.com/catalog/persons/790418753 4 A01 01 JB code 194418754 Raquel Mattson-Prieto Mattson-Prieto, Raquel Raquel Mattson-Prieto Princeton University 07 https://benjamins.com/catalog/persons/194418754 01 eng 30 00

This paper documents how U.S. high school learners in a third-year L2 Spanish class (N = 17) formulated explicit understandings of the pronoun se through languaging over 3 lessons. Following Adair-Hauck & Donato (2016), each lesson engaged learners in a guided inductive analysis by first presenting se within a narrative text, and then having them “co-construct” rules in groups of 2–3 from the patterns they found. A teacher-led, whole-class follow-up brought the class to a consensus before they engaged in subsequent L2 communication tasks. Based on recordings of 4 small-group interactions and the whole-class discussion, descriptive statistics and qualitative excerpts document how learners stretched familiar linguistic concepts and informal language to accommodate the unfamiliar features of the target structure.

01 01 JB code lllt.55.04fer 06 10.1075/lllt.55.04fer 91 110 20 Chapter 7 01 04 Chapter 4. Exploring interaction between heritage and second language learners in the Spanish language classroom Chapter 4. Exploring interaction between heritage and second language learners in the Spanish language classroom 01 04 Opportunities for collaborative dialogue and learning Opportunities for collaborative dialogue and learning 1 A01 01 JB code 45418755 Ana Fernández-Dobao Fernández-Dobao, Ana Ana Fernández-Dobao University of Washington 07 https://benjamins.com/catalog/persons/45418755 01 eng 30 00

This study analyzes collaborative writing activities completed by heritage language (HL) and second language (L2) learners’ dyads with a focus on collaborative dialogue and learning. Eight HL and ten L2 learners participated in the study, completing a total of 26 collaborative writing activities followed by tailor-made posttests. The interactions between the mixed dyads were analyzed for language-related episodes, classified according to focus, outcome, and trigger. The results of these analyses and those of the posttests confirmed that both HL and L2 learners benefited from working together, but in different ways and to a different extent. Learners’ perceptions of their collaboration and the pedagogical implications of these findings are discussed.

01 01 JB code lllt.55.05sto 06 10.1075/lllt.55.05sto 111 128 18 Chapter 8 01 04 Chapter 5. Languaging when providing and processing peer feedback Chapter 5. Languaging when providing and processing peer feedback 1 A01 01 JB code 7418756 Neomy Storch Storch, Neomy Neomy Storch The University of Melbourne, Australia 07 https://benjamins.com/catalog/persons/7418756 2 A01 01 JB code 165418757 Ali Alshuraidah Alshuraidah, Ali Ali Alshuraidah King Saud University, Saudi Arabia 07 https://benjamins.com/catalog/persons/165418757 01 eng 30 00

Two commonly used activities in second language (L2) writing classes are collaborative writing and peer response. Our study compared the quantity and quality of languaging generated by these two activities. In this study, conducted in Saudi Arabia, 34 college English language learners worked in the same self-selected small groups (predominantly pairs) on three successive activities. They completed a collaborative writing task, provided written feedback on a text written by another group, and revised their text in response to the peer feedback received. Analysis of recorded talk during these three activities found that the collaborative writing activity generated more languaging episodes than the other activities. We discuss the implications of these findings for L2 writing pedagogy and propose research directions.

01 01 JB code lllt.55.06yan 06 10.1075/lllt.55.06yan 129 148 20 Chapter 9 01 04 Chapter 6. Languaging Chapter 6. Languaging 01 04 Chinese students rewrite a narrative in English Chinese students rewrite a narrative in English 1 A01 01 JB code 80418758 Luxin Yang Yang, Luxin Luxin Yang Beijing Foreign Studies University 07 https://benjamins.com/catalog/persons/80418758 01 eng 30 00

Taking a perspective from sociocultural theory, this study examined the effects of languaging on Chinese university EFL students’ rewriting a story. Multiple sources of data were collected including discussions, co-constructed writings, individual revisions, and interviews. Data analysis found that languaging helped the participants co-construct meaning and solve comprehending and language problems in the process of writing. Languaging was also observed to have immediate, delayed, and ongoing effects on joint writing and individual revision. This study suggests that an opportunity to engage in languaging with the support of source readings and models can facilitate the generation of students’ ideas and expressions necessary for writing and allow them to reflect on their language knowledge in the process of writing and revising.

01 01 JB code lllt.55.07li 06 10.1075/lllt.55.07li 149 170 22 Chapter 10 01 04 Chapter 7. Languaging in wiki-based collaborative writing: Chapter 7. Languaging in wiki-based collaborative writing: 01 04 Functions and mediating factors Functions and mediating factors 1 A01 01 JB code 781418759 Mimi Li Li, Mimi Mimi Li Texas A&M University-Commerce 07 https://benjamins.com/catalog/persons/781418759 01 eng 30 00

Despite the acknowledgement of the role of languaging in collaborative writing, little research has examined how L2 students use language to mediate the process of jointly composing a text during asynchronous computer-mediated collaborative writing. This chapter reports on a study that investigated the languaging of three small groups of EFL students and the factors mediating languaging when completing a collaborative wiki writing task. The results revealed that languaging served multiple functions: resolving various language problems, negotiating and deciding about content and text organization, as well as mediating social relationships. Learners’ perception of task goals, language proficiency grouping, and patterns of interaction explained the ways in which the three groups engaged in languaging.

01 01 JB code lllt.55.p2 06 10.1075/lllt.55.p2 176 307 132 Section header 11 01 04 Section II. Languaging Section II. Languaging 01 04 Self-directed talk Self-directed talk 01 eng 01 01 JB code lllt.55.p2-1 06 10.1075/lllt.55.p2-1 176 215 40 Section header 12 01 04 II.1. Oral self-directed talk II.1. Oral self-directed talk 01 eng 01 01 JB code lllt.55.08gan 06 10.1075/lllt.55.08gan 175 196 22 Chapter 13 01 04 Chapter 8. Talking about language Chapter 8. Talking about language 01 04 L2 learners' use of metalinguistic knowledge on contrasting pedagogic tasks L2 learners’ use of metalinguistic knowledge on contrasting pedagogic tasks 1 A01 01 JB code 210418760 Gabriela Adela Gánem-Gutiérrez Gánem-Gutiérrez, Gabriela Adela Gabriela Adela Gánem-Gutiérrez University of Essex 07 https://benjamins.com/catalog/persons/210418760 2 A01 01 JB code 443418761 Karen Roehr-Brackin Roehr-Brackin, Karen Karen Roehr-Brackin University of Essex 07 https://benjamins.com/catalog/persons/443418761 01 eng 30 00

This qualitatively oriented study investigated the role of second language (L2) metalinguistic knowledge in languaging during performance on two pedagogic tasks – a gap-fill and a dictogloss. It involved 14 L1 English university-level learners of L2 Spanish (N = 8) and L2 German (N = 6). Drawing on individual think-aloud protocols and learners’ pair-work interactions, we investigated the extent to which metalinguistic knowledge was used during task completion, its purposes, and whether it was associated with successful task performance. Although considerable inter-learner variation was in evidence, we identified a relationship not only between the use of metalinguistic knowledge and successful task completion but also between the purpose for which metalinguistic knowledge was employed during languaging and the balance of expertise between partners.

01 01 JB code lllt.55.09wat 06 10.1075/lllt.55.09wat 197 216 20 Chapter 14 01 04 Chapter 9. Talking to self while writing Chapter 9. Talking to self while writing 01 04 Second-language writers' languaging processes and reflections Second-language writers’ languaging processes and reflections 1 A01 01 JB code 297418762 Yuko Watanabe Watanabe, Yuko Yuko Watanabe University of Toronto 07 https://benjamins.com/catalog/persons/297418762 01 eng 30 00

Despite ample research on the positive effects of languaging with peers, research on languaging with oneself has received limited attention. Drawing on sociocultural theory, I examine how second language (L2) writers language with themselves while composing, and how they perceive the role of languaging in their L2 writing. Twenty university English language learners wrote an essay individually. While writing, they were encouraged to speak aloud to themselves but it was not a requirement. The analyses of languaging, stimulated recall and interview protocols showed that the learners used languaging to facilitate their composing processes using different verbal scaffolds. There were, however, individual differences in the production of languaging and attitudes towards languaging as a self-regulatory tool to mediate L2 writing.

01 01 JB code lllt.55.p2-2 06 10.1075/lllt.55.p2-2 220 307 88 Section header 15 01 04 II.2. Written self-directed talk (written languaging) II.2. Written self-directed talk (written languaging) 01 eng 01 01 JB code lllt.55.10ish 06 10.1075/lllt.55.10ish 219 240 22 Chapter 16 01 04 Chapter 10. L2 learning and the frequency and quality of written languaging Chapter 10. L2 learning and the frequency and quality of written languaging 1 A01 01 JB code 306418763 Masako Ishikawa Ishikawa, Masako Masako Ishikawa Josai University 07 https://benjamins.com/catalog/persons/306418763 2 A01 01 JB code 532418764 Andrea Révész Révész, Andrea Andrea Révész University College London 07 https://benjamins.com/catalog/persons/532418764 01 eng 30 00

The study investigated the effects of written languaging (WL) on second language (L2) learning and the extent to which the frequency and quality of WL are related to L2 development. It employed a pretest-posttest-delayed posttest design, with participants assigned to a +WL, −WL and control group. The treatment involved the completion of an individual written dictogloss task, after which the +WL had the opportunity to engage in WL. The −WL only did the task. We found a beneficial impact of WL on L2 development overall, and positive links between L2 learning and the frequency and quality of WL.

01 01 JB code lllt.55.11man 06 10.1075/lllt.55.11man 241 266 26 Chapter 17 01 04 Chapter 11. L2 writers' processing of written corrective feedback Chapter 11. L2 writers’ processing of written corrective feedback 01 04 Depth of processing via written languaging Depth of processing via written languaging 1 A01 01 JB code 608418765 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia, Spain 07 https://benjamins.com/catalog/persons/608418765 2 A01 01 JB code 816418766 Florentina Nicolás-Conesa Nicolás-Conesa, Florentina Florentina Nicolás-Conesa University of Murcia, Spain 07 https://benjamins.com/catalog/persons/816418766 3 A01 01 JB code 240418767 Lourdes Cerezo Cerezo, Lourdes Lourdes Cerezo University of Murcia, Spain 07 https://benjamins.com/catalog/persons/240418767 4 A01 01 JB code 463418768 Raquel Criado Criado, Raquel Raquel Criado University of Murcia, Spain 07 https://benjamins.com/catalog/persons/463418768 01 eng 30 00

In this study we investigated (i) whether levels of depth of processing (DoP) are mediated by writing conditions (individual vs. collaborative writing), and (ii) the relationship between DoP and accuracy measures in the texts produced before and after processing feedback. Participants (118 intermediate EFL learners) were invited to complete a picture-based problem-solving task in either individual or collaborative writing conditions, in both cases with and without the availability of feedback. Findings show that access to feedback (rather than writing conditions) was the key variable that mediated both DoP and improvements in global accuracy. We discuss these findings from various perspectives, including methodological considerations for future languaging research.

01 01 JB code lllt.55.12mor 06 10.1075/lllt.55.12mor 267 286 20 Chapter 18 01 04 Chapter 12. Effects of written languaging in response to direct and indirect corrective feedback on developing writing accuracy Chapter 12. Effects of written languaging in response to direct and indirect corrective feedback on developing writing accuracy 1 A01 01 JB code 340418769 Mahmood Reza Moradian Moradian, Mahmood Reza Mahmood Reza Moradian Lorestan University 07 https://benjamins.com/catalog/persons/340418769 2 A01 01 JB code 574418770 Mojgan Hossein-Nasab Hossein-Nasab, Mojgan Mojgan Hossein-Nasab Lorestan University 07 https://benjamins.com/catalog/persons/574418770 3 A01 01 JB code 790418771 Mowla Miri Miri, Mowla Mowla Miri Allameh Tabataba'i University 07 https://benjamins.com/catalog/persons/790418771 01 eng 30 00

This study examined effects of written corrective feedback (WCF) followed by languaging on grammatical accuracy in new writing tasks. Two homogeneous EFL (English as a foreign language) classes were randomly assigned to direct (n = 15) and indirect (n = 15) feedback groups. After receiving feedback, participants languaged about the reasons for the errors in their writing. Their written explanations were coded as written languaging episodes (WLEs). Results revealed that the indirect group generated more unexplained WLEs than the direct group. However, both groups made significant gains in accuracy from the pre-test to the post-test with no significant differences observed between the two groups.

01 01 JB code lllt.55.13sim 06 10.1075/lllt.55.13sim 287 308 22 Chapter 19 01 04 Chapter 13. Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions Chapter 13. Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions 1 A01 01 JB code 574418772 Daphnée Simard Simard, Daphnée Daphnée Simard Université du Québec à Montréal 07 https://benjamins.com/catalog/persons/574418772 2 A01 01 JB code 800418773 Michael Zuniga Zuniga, Michael Michael Zuniga Université du Québec à Montréal 07 https://benjamins.com/catalog/persons/800418773 01 eng 30 00

Little is known about the relationship between second language use and written languaging (e.g., Ishikawa & Suzuki, 2016; Suzuki, 2012). The few studies that have investigated the question highlight difficulties in understanding how to correct errors following written corrective feedback (e.g., Simard, Guénette, & Bergeron, 2015; Suzuki, 2012). Following the broaden-and-build theory, (Fredrickson, 2001), we hypothesized that emotions expressed in the written languaging of high school ESL learners (n = 42) produced immediately after receiving their corrected text would be related to text revision successfulness (i.e., correct revision of an incorrect form). Our results show that emotions expressed in the written languaging are not only associated with error rates but also positive emotions predict higher rates of successful revision.

01 01 JB code lllt.55.index 06 10.1075/lllt.55.index 309 313 5 Miscellaneous 20 01 04 Index Index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.55 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20200814 C 2020 John Benjamins D 2020 John Benjamins 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 59 10 01 00 Unqualified price 02 JB 1 02 95.00 EUR 02 00 Unqualified price 02 80.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 59 10 01 00 Unqualified price 02 JB 1 02 143.00 USD
123018252 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 55 Pb 15 9789027207449 06 10.1075/lllt.55 13 2020022014 00 BC 01 240 mm 02 160 mm 08 580 gr 10 01 JB code LL&LT 02 1569-9471 02 55.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 01 01 Languaging in Language Learning and Teaching A collection of empirical studies Languaging in Language Learning and Teaching: A collection of empirical studies 1 B01 01 JB code 702297946 Wataru Suzuki Suzuki, Wataru Wataru Suzuki Miyagi University of Education 07 https://benjamins.com/catalog/persons/702297946 2 B01 01 JB code 226297947 Neomy Storch Storch, Neomy Neomy Storch University of Melbourne 07 https://benjamins.com/catalog/persons/226297947 01 eng 11 321 03 03 vii 03 00 313 03 01 23 418.0071 03 2020 P118.2 04 Second language acquisition. 04 Language and languages--Study and teaching--Foreign speakers. 10 FOR000000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code LIN.BIL Multilingualism 01 06 02 00 This book is the first to bring together a collection of recent empirical studies investigating languaging, an important construct first introduced by Swain in 2006 but which has since been deployed in a growing number of L2 studies. 03 00 This book is the first to bring together a collection of recent empirical studies investigating languaging, an important construct first introduced by Swain in 2006 but which has since been deployed in a growing number of L2 studies. The contributing authors include both established and emerging authors from around the globe. They report on studies which elicited languaging in oral or written form, via a range of individual and group tasks, and from a diverse range of student populations. As such these studies extend the scope of extant research, illustrating different and novel approaches to research on languaging. The findings of these studies provide new insights into the language learning opportunities that languaging can afford language learners in different educational and linguistic contexts but also the factors that may impact on these opportunities. As such the book promises to be of relevance and interest to both researchers and language teachers. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.55.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027207432.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027207432.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.55.pb.png 01 01 D503 https://benjamins.com/covers/125/lllt.55.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.55.pb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.55.pb.png 01 01 JB code lllt.55.ack 06 10.1075/lllt.55.ack vii viii 2 Miscellaneous 1 01 04 Acknowledgements Acknowledgements 01 eng 01 01 JB code lllt.55.int 06 10.1075/lllt.55.int 1 16 16 Chapter 2 01 04 Introduction Introduction 1 A01 01 JB code 588418745 Wataru Suzuki Suzuki, Wataru Wataru Suzuki Miyagi University of Education 07 https://benjamins.com/catalog/persons/588418745 2 A01 01 JB code 816418746 Neomy Storch Storch, Neomy Neomy Storch The University of Melbourne 07 https://benjamins.com/catalog/persons/816418746 01 eng 01 01 JB code lllt.55.p1 06 10.1075/lllt.55.p1 20 169 150 Section header 3 01 04 Section I. Languaging Section I. Languaging 01 04 Other-directed talk (collaborative dialogue) Other-directed talk (collaborative dialogue) 01 eng 01 01 JB code lllt.55.01cal 06 10.1075/lllt.55.01cal 19 40 22 Chapter 4 01 04 Chapter 1. Child EFL grammar learning through a collaborative writing task Chapter 1. Child EFL grammar learning through a collaborative writing task 1 A01 01 JB code 976418747 Asier Calzada Calzada, Asier Asier Calzada Universidad del País Vasco/Euskal Herriko Unibertsitatea 07 https://benjamins.com/catalog/persons/976418747 2 A01 01 JB code 134418748 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo Universidad del País Vasco/Euskal Herriko Unibertsitatea 07 https://benjamins.com/catalog/persons/134418748 01 eng 30 00

The present study analyzed the effects of completing a dictogloss task on the development of English grammar (3rd person singular -s and articles) in a foreign language primary school context. Fifty 11–12 year-old elementary EFL Spanish learners worked on a dictogloss task individually, and in teacher-assigned dyads and small groups. Their grammar gains were measured by means of a pre- and post-dictogloss grammaticality judgment test. The analysis of the children’s languaging showed that the task encouraged learners in pairs and groups to equally focus on form, although not only on the target features, which did not improve. There was, however, a slight advantage of pairs over small groups and individuals. A number of research implications, drawn from these results, are discussed.

01 01 JB code lllt.55.02sat 06 10.1075/lllt.55.02sat 41 66 26 Chapter 5 01 04 Chapter 2. The role of L1 use by high-proficiency learners in L2 vocabulary development Chapter 2. The role of L1 use by high-proficiency learners in L2 vocabulary development 01 04 A quasi-experimental study of L1 languaging A quasi-experimental study of L1 languaging 1 A01 01 JB code 64418749 Masatoshi Sato Sato, Masatoshi Masatoshi Sato Universidad Andres Bello 07 https://benjamins.com/catalog/persons/64418749 2 A01 01 JB code 282418750 Isidora Angulo Angulo, Isidora Isidora Angulo The Mayflower School 07 https://benjamins.com/catalog/persons/282418750 01 eng 30 00

This study investigated second language (L2) learners’ use of first language (L1) as a means to resolve lexical issues during collaborative writing tasks (i.e., L1 languaging). Participants were 34 8th grade high-proficiency English learners in Chile who shared their L1 (Spanish). Their vocabulary development was tested via the vocabulary knowledge scale (VKS). Their interactions during the collaborative writing tasks were audio-recorded. The transcripts were first analysed in light of L1 focus such as content, language, and task management. Then, lexical language-related episodes (LREs) involving L1 were examined. The regression models of the VKS and LRE scores showed that L1 languaging was associated with higher gains in vocabulary knowledge.

01 01 JB code lllt.55.03tot 06 10.1075/lllt.55.03tot 67 90 24 Chapter 6 01 04 Chapter 3. Languaging and grammatical terminology Chapter 3. Languaging and grammatical terminology 01 04 Expressing linguistic concepts while co-constructing understandings Expressing linguistic concepts while co-constructing understandings 1 A01 01 JB code 356418751 Paul D. Toth Toth, Paul D. Paul D. Toth Temple University 07 https://benjamins.com/catalog/persons/356418751 2 A01 01 JB code 589418752 Kara Moranski Moranski, Kara Kara Moranski University of Cincinnati 07 https://benjamins.com/catalog/persons/589418752 3 A01 01 JB code 790418753 Ashley Shaffer Shaffer, Ashley Ashley Shaffer Temple University 07 https://benjamins.com/catalog/persons/790418753 4 A01 01 JB code 194418754 Raquel Mattson-Prieto Mattson-Prieto, Raquel Raquel Mattson-Prieto Princeton University 07 https://benjamins.com/catalog/persons/194418754 01 eng 30 00

This paper documents how U.S. high school learners in a third-year L2 Spanish class (N = 17) formulated explicit understandings of the pronoun se through languaging over 3 lessons. Following Adair-Hauck & Donato (2016), each lesson engaged learners in a guided inductive analysis by first presenting se within a narrative text, and then having them “co-construct” rules in groups of 2–3 from the patterns they found. A teacher-led, whole-class follow-up brought the class to a consensus before they engaged in subsequent L2 communication tasks. Based on recordings of 4 small-group interactions and the whole-class discussion, descriptive statistics and qualitative excerpts document how learners stretched familiar linguistic concepts and informal language to accommodate the unfamiliar features of the target structure.

01 01 JB code lllt.55.04fer 06 10.1075/lllt.55.04fer 91 110 20 Chapter 7 01 04 Chapter 4. Exploring interaction between heritage and second language learners in the Spanish language classroom Chapter 4. Exploring interaction between heritage and second language learners in the Spanish language classroom 01 04 Opportunities for collaborative dialogue and learning Opportunities for collaborative dialogue and learning 1 A01 01 JB code 45418755 Ana Fernández-Dobao Fernández-Dobao, Ana Ana Fernández-Dobao University of Washington 07 https://benjamins.com/catalog/persons/45418755 01 eng 30 00

This study analyzes collaborative writing activities completed by heritage language (HL) and second language (L2) learners’ dyads with a focus on collaborative dialogue and learning. Eight HL and ten L2 learners participated in the study, completing a total of 26 collaborative writing activities followed by tailor-made posttests. The interactions between the mixed dyads were analyzed for language-related episodes, classified according to focus, outcome, and trigger. The results of these analyses and those of the posttests confirmed that both HL and L2 learners benefited from working together, but in different ways and to a different extent. Learners’ perceptions of their collaboration and the pedagogical implications of these findings are discussed.

01 01 JB code lllt.55.05sto 06 10.1075/lllt.55.05sto 111 128 18 Chapter 8 01 04 Chapter 5. Languaging when providing and processing peer feedback Chapter 5. Languaging when providing and processing peer feedback 1 A01 01 JB code 7418756 Neomy Storch Storch, Neomy Neomy Storch The University of Melbourne, Australia 07 https://benjamins.com/catalog/persons/7418756 2 A01 01 JB code 165418757 Ali Alshuraidah Alshuraidah, Ali Ali Alshuraidah King Saud University, Saudi Arabia 07 https://benjamins.com/catalog/persons/165418757 01 eng 30 00

Two commonly used activities in second language (L2) writing classes are collaborative writing and peer response. Our study compared the quantity and quality of languaging generated by these two activities. In this study, conducted in Saudi Arabia, 34 college English language learners worked in the same self-selected small groups (predominantly pairs) on three successive activities. They completed a collaborative writing task, provided written feedback on a text written by another group, and revised their text in response to the peer feedback received. Analysis of recorded talk during these three activities found that the collaborative writing activity generated more languaging episodes than the other activities. We discuss the implications of these findings for L2 writing pedagogy and propose research directions.

01 01 JB code lllt.55.06yan 06 10.1075/lllt.55.06yan 129 148 20 Chapter 9 01 04 Chapter 6. Languaging Chapter 6. Languaging 01 04 Chinese students rewrite a narrative in English Chinese students rewrite a narrative in English 1 A01 01 JB code 80418758 Luxin Yang Yang, Luxin Luxin Yang Beijing Foreign Studies University 07 https://benjamins.com/catalog/persons/80418758 01 eng 30 00

Taking a perspective from sociocultural theory, this study examined the effects of languaging on Chinese university EFL students’ rewriting a story. Multiple sources of data were collected including discussions, co-constructed writings, individual revisions, and interviews. Data analysis found that languaging helped the participants co-construct meaning and solve comprehending and language problems in the process of writing. Languaging was also observed to have immediate, delayed, and ongoing effects on joint writing and individual revision. This study suggests that an opportunity to engage in languaging with the support of source readings and models can facilitate the generation of students’ ideas and expressions necessary for writing and allow them to reflect on their language knowledge in the process of writing and revising.

01 01 JB code lllt.55.07li 06 10.1075/lllt.55.07li 149 170 22 Chapter 10 01 04 Chapter 7. Languaging in wiki-based collaborative writing: Chapter 7. Languaging in wiki-based collaborative writing: 01 04 Functions and mediating factors Functions and mediating factors 1 A01 01 JB code 781418759 Mimi Li Li, Mimi Mimi Li Texas A&M University-Commerce 07 https://benjamins.com/catalog/persons/781418759 01 eng 30 00

Despite the acknowledgement of the role of languaging in collaborative writing, little research has examined how L2 students use language to mediate the process of jointly composing a text during asynchronous computer-mediated collaborative writing. This chapter reports on a study that investigated the languaging of three small groups of EFL students and the factors mediating languaging when completing a collaborative wiki writing task. The results revealed that languaging served multiple functions: resolving various language problems, negotiating and deciding about content and text organization, as well as mediating social relationships. Learners’ perception of task goals, language proficiency grouping, and patterns of interaction explained the ways in which the three groups engaged in languaging.

01 01 JB code lllt.55.p2 06 10.1075/lllt.55.p2 176 307 132 Section header 11 01 04 Section II. Languaging Section II. Languaging 01 04 Self-directed talk Self-directed talk 01 eng 01 01 JB code lllt.55.p2-1 06 10.1075/lllt.55.p2-1 176 215 40 Section header 12 01 04 II.1. Oral self-directed talk II.1. Oral self-directed talk 01 eng 01 01 JB code lllt.55.08gan 06 10.1075/lllt.55.08gan 175 196 22 Chapter 13 01 04 Chapter 8. Talking about language Chapter 8. Talking about language 01 04 L2 learners' use of metalinguistic knowledge on contrasting pedagogic tasks L2 learners’ use of metalinguistic knowledge on contrasting pedagogic tasks 1 A01 01 JB code 210418760 Gabriela Adela Gánem-Gutiérrez Gánem-Gutiérrez, Gabriela Adela Gabriela Adela Gánem-Gutiérrez University of Essex 07 https://benjamins.com/catalog/persons/210418760 2 A01 01 JB code 443418761 Karen Roehr-Brackin Roehr-Brackin, Karen Karen Roehr-Brackin University of Essex 07 https://benjamins.com/catalog/persons/443418761 01 eng 30 00

This qualitatively oriented study investigated the role of second language (L2) metalinguistic knowledge in languaging during performance on two pedagogic tasks – a gap-fill and a dictogloss. It involved 14 L1 English university-level learners of L2 Spanish (N = 8) and L2 German (N = 6). Drawing on individual think-aloud protocols and learners’ pair-work interactions, we investigated the extent to which metalinguistic knowledge was used during task completion, its purposes, and whether it was associated with successful task performance. Although considerable inter-learner variation was in evidence, we identified a relationship not only between the use of metalinguistic knowledge and successful task completion but also between the purpose for which metalinguistic knowledge was employed during languaging and the balance of expertise between partners.

01 01 JB code lllt.55.09wat 06 10.1075/lllt.55.09wat 197 216 20 Chapter 14 01 04 Chapter 9. Talking to self while writing Chapter 9. Talking to self while writing 01 04 Second-language writers' languaging processes and reflections Second-language writers’ languaging processes and reflections 1 A01 01 JB code 297418762 Yuko Watanabe Watanabe, Yuko Yuko Watanabe University of Toronto 07 https://benjamins.com/catalog/persons/297418762 01 eng 30 00

Despite ample research on the positive effects of languaging with peers, research on languaging with oneself has received limited attention. Drawing on sociocultural theory, I examine how second language (L2) writers language with themselves while composing, and how they perceive the role of languaging in their L2 writing. Twenty university English language learners wrote an essay individually. While writing, they were encouraged to speak aloud to themselves but it was not a requirement. The analyses of languaging, stimulated recall and interview protocols showed that the learners used languaging to facilitate their composing processes using different verbal scaffolds. There were, however, individual differences in the production of languaging and attitudes towards languaging as a self-regulatory tool to mediate L2 writing.

01 01 JB code lllt.55.p2-2 06 10.1075/lllt.55.p2-2 220 307 88 Section header 15 01 04 II.2. Written self-directed talk (written languaging) II.2. Written self-directed talk (written languaging) 01 eng 01 01 JB code lllt.55.10ish 06 10.1075/lllt.55.10ish 219 240 22 Chapter 16 01 04 Chapter 10. L2 learning and the frequency and quality of written languaging Chapter 10. L2 learning and the frequency and quality of written languaging 1 A01 01 JB code 306418763 Masako Ishikawa Ishikawa, Masako Masako Ishikawa Josai University 07 https://benjamins.com/catalog/persons/306418763 2 A01 01 JB code 532418764 Andrea Révész Révész, Andrea Andrea Révész University College London 07 https://benjamins.com/catalog/persons/532418764 01 eng 30 00

The study investigated the effects of written languaging (WL) on second language (L2) learning and the extent to which the frequency and quality of WL are related to L2 development. It employed a pretest-posttest-delayed posttest design, with participants assigned to a +WL, −WL and control group. The treatment involved the completion of an individual written dictogloss task, after which the +WL had the opportunity to engage in WL. The −WL only did the task. We found a beneficial impact of WL on L2 development overall, and positive links between L2 learning and the frequency and quality of WL.

01 01 JB code lllt.55.11man 06 10.1075/lllt.55.11man 241 266 26 Chapter 17 01 04 Chapter 11. L2 writers' processing of written corrective feedback Chapter 11. L2 writers’ processing of written corrective feedback 01 04 Depth of processing via written languaging Depth of processing via written languaging 1 A01 01 JB code 608418765 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia, Spain 07 https://benjamins.com/catalog/persons/608418765 2 A01 01 JB code 816418766 Florentina Nicolás-Conesa Nicolás-Conesa, Florentina Florentina Nicolás-Conesa University of Murcia, Spain 07 https://benjamins.com/catalog/persons/816418766 3 A01 01 JB code 240418767 Lourdes Cerezo Cerezo, Lourdes Lourdes Cerezo University of Murcia, Spain 07 https://benjamins.com/catalog/persons/240418767 4 A01 01 JB code 463418768 Raquel Criado Criado, Raquel Raquel Criado University of Murcia, Spain 07 https://benjamins.com/catalog/persons/463418768 01 eng 30 00

In this study we investigated (i) whether levels of depth of processing (DoP) are mediated by writing conditions (individual vs. collaborative writing), and (ii) the relationship between DoP and accuracy measures in the texts produced before and after processing feedback. Participants (118 intermediate EFL learners) were invited to complete a picture-based problem-solving task in either individual or collaborative writing conditions, in both cases with and without the availability of feedback. Findings show that access to feedback (rather than writing conditions) was the key variable that mediated both DoP and improvements in global accuracy. We discuss these findings from various perspectives, including methodological considerations for future languaging research.

01 01 JB code lllt.55.12mor 06 10.1075/lllt.55.12mor 267 286 20 Chapter 18 01 04 Chapter 12. Effects of written languaging in response to direct and indirect corrective feedback on developing writing accuracy Chapter 12. Effects of written languaging in response to direct and indirect corrective feedback on developing writing accuracy 1 A01 01 JB code 340418769 Mahmood Reza Moradian Moradian, Mahmood Reza Mahmood Reza Moradian Lorestan University 07 https://benjamins.com/catalog/persons/340418769 2 A01 01 JB code 574418770 Mojgan Hossein-Nasab Hossein-Nasab, Mojgan Mojgan Hossein-Nasab Lorestan University 07 https://benjamins.com/catalog/persons/574418770 3 A01 01 JB code 790418771 Mowla Miri Miri, Mowla Mowla Miri Allameh Tabataba'i University 07 https://benjamins.com/catalog/persons/790418771 01 eng 30 00

This study examined effects of written corrective feedback (WCF) followed by languaging on grammatical accuracy in new writing tasks. Two homogeneous EFL (English as a foreign language) classes were randomly assigned to direct (n = 15) and indirect (n = 15) feedback groups. After receiving feedback, participants languaged about the reasons for the errors in their writing. Their written explanations were coded as written languaging episodes (WLEs). Results revealed that the indirect group generated more unexplained WLEs than the direct group. However, both groups made significant gains in accuracy from the pre-test to the post-test with no significant differences observed between the two groups.

01 01 JB code lllt.55.13sim 06 10.1075/lllt.55.13sim 287 308 22 Chapter 19 01 04 Chapter 13. Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions Chapter 13. Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions 1 A01 01 JB code 574418772 Daphnée Simard Simard, Daphnée Daphnée Simard Université du Québec à Montréal 07 https://benjamins.com/catalog/persons/574418772 2 A01 01 JB code 800418773 Michael Zuniga Zuniga, Michael Michael Zuniga Université du Québec à Montréal 07 https://benjamins.com/catalog/persons/800418773 01 eng 30 00

Little is known about the relationship between second language use and written languaging (e.g., Ishikawa & Suzuki, 2016; Suzuki, 2012). The few studies that have investigated the question highlight difficulties in understanding how to correct errors following written corrective feedback (e.g., Simard, Guénette, & Bergeron, 2015; Suzuki, 2012). Following the broaden-and-build theory, (Fredrickson, 2001), we hypothesized that emotions expressed in the written languaging of high school ESL learners (n = 42) produced immediately after receiving their corrected text would be related to text revision successfulness (i.e., correct revision of an incorrect form). Our results show that emotions expressed in the written languaging are not only associated with error rates but also positive emotions predict higher rates of successful revision.

01 01 JB code lllt.55.index 06 10.1075/lllt.55.index 309 313 5 Miscellaneous 20 01 04 Index Index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.55 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20200814 C 2020 John Benjamins D 2020 John Benjamins 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 148 28 01 00 Unqualified price 02 JB 1 02 33.00 EUR 02 00 Unqualified price 02 28.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 148 28 01 00 Unqualified price 02 JB 1 02 49.95 USD
236018251 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 55 Eb 15 9789027260840 06 10.1075/lllt.55 13 2020022015 00 EA E107 10 01 JB code LL&LT 02 1569-9471 02 55.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-eba-2023 01 02 Compact EBA Collection 2023 (ca. 700 titles, starting 2018) 11 01 JB code jbe-2020 01 02 2020 collection (131 titles) 11 01 JB code jbe-eba-2024 01 02 Compact EBA Collection 2024 (ca. 600 titles, starting 2019) 01 01 Languaging in Language Learning and Teaching A collection of empirical studies Languaging in Language Learning and Teaching: A collection of empirical studies 1 B01 01 JB code 702297946 Wataru Suzuki Suzuki, Wataru Wataru Suzuki Miyagi University of Education 07 https://benjamins.com/catalog/persons/702297946 2 B01 01 JB code 226297947 Neomy Storch Storch, Neomy Neomy Storch University of Melbourne 07 https://benjamins.com/catalog/persons/226297947 01 eng 11 321 03 03 vii 03 00 313 03 01 23 418.0071 03 2020 P118.2 04 Second language acquisition. 04 Language and languages--Study and teaching--Foreign speakers. 10 FOR000000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code LIN.BIL Multilingualism 01 06 02 00 This book is the first to bring together a collection of recent empirical studies investigating languaging, an important construct first introduced by Swain in 2006 but which has since been deployed in a growing number of L2 studies. 03 00 This book is the first to bring together a collection of recent empirical studies investigating languaging, an important construct first introduced by Swain in 2006 but which has since been deployed in a growing number of L2 studies. The contributing authors include both established and emerging authors from around the globe. They report on studies which elicited languaging in oral or written form, via a range of individual and group tasks, and from a diverse range of student populations. As such these studies extend the scope of extant research, illustrating different and novel approaches to research on languaging. The findings of these studies provide new insights into the language learning opportunities that languaging can afford language learners in different educational and linguistic contexts but also the factors that may impact on these opportunities. As such the book promises to be of relevance and interest to both researchers and language teachers. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.55.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027207432.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027207432.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.55.hb.png 01 01 D503 https://benjamins.com/covers/125/lllt.55.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.55.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.55.hb.png 01 01 JB code lllt.55.ack 06 10.1075/lllt.55.ack vii viii 2 Miscellaneous 1 01 04 Acknowledgements Acknowledgements 01 eng 01 01 JB code lllt.55.int 06 10.1075/lllt.55.int 1 16 16 Chapter 2 01 04 Introduction Introduction 1 A01 01 JB code 588418745 Wataru Suzuki Suzuki, Wataru Wataru Suzuki Miyagi University of Education 07 https://benjamins.com/catalog/persons/588418745 2 A01 01 JB code 816418746 Neomy Storch Storch, Neomy Neomy Storch The University of Melbourne 07 https://benjamins.com/catalog/persons/816418746 01 eng 01 01 JB code lllt.55.p1 06 10.1075/lllt.55.p1 20 169 150 Section header 3 01 04 Section I. Languaging Section I. Languaging 01 04 Other-directed talk (collaborative dialogue) Other-directed talk (collaborative dialogue) 01 eng 01 01 JB code lllt.55.01cal 06 10.1075/lllt.55.01cal 19 40 22 Chapter 4 01 04 Chapter 1. Child EFL grammar learning through a collaborative writing task Chapter 1. Child EFL grammar learning through a collaborative writing task 1 A01 01 JB code 976418747 Asier Calzada Calzada, Asier Asier Calzada Universidad del País Vasco/Euskal Herriko Unibertsitatea 07 https://benjamins.com/catalog/persons/976418747 2 A01 01 JB code 134418748 María del Pilar García Mayo García Mayo, María del Pilar María del Pilar García Mayo Universidad del País Vasco/Euskal Herriko Unibertsitatea 07 https://benjamins.com/catalog/persons/134418748 01 eng 30 00

The present study analyzed the effects of completing a dictogloss task on the development of English grammar (3rd person singular -s and articles) in a foreign language primary school context. Fifty 11–12 year-old elementary EFL Spanish learners worked on a dictogloss task individually, and in teacher-assigned dyads and small groups. Their grammar gains were measured by means of a pre- and post-dictogloss grammaticality judgment test. The analysis of the children’s languaging showed that the task encouraged learners in pairs and groups to equally focus on form, although not only on the target features, which did not improve. There was, however, a slight advantage of pairs over small groups and individuals. A number of research implications, drawn from these results, are discussed.

01 01 JB code lllt.55.02sat 06 10.1075/lllt.55.02sat 41 66 26 Chapter 5 01 04 Chapter 2. The role of L1 use by high-proficiency learners in L2 vocabulary development Chapter 2. The role of L1 use by high-proficiency learners in L2 vocabulary development 01 04 A quasi-experimental study of L1 languaging A quasi-experimental study of L1 languaging 1 A01 01 JB code 64418749 Masatoshi Sato Sato, Masatoshi Masatoshi Sato Universidad Andres Bello 07 https://benjamins.com/catalog/persons/64418749 2 A01 01 JB code 282418750 Isidora Angulo Angulo, Isidora Isidora Angulo The Mayflower School 07 https://benjamins.com/catalog/persons/282418750 01 eng 30 00

This study investigated second language (L2) learners’ use of first language (L1) as a means to resolve lexical issues during collaborative writing tasks (i.e., L1 languaging). Participants were 34 8th grade high-proficiency English learners in Chile who shared their L1 (Spanish). Their vocabulary development was tested via the vocabulary knowledge scale (VKS). Their interactions during the collaborative writing tasks were audio-recorded. The transcripts were first analysed in light of L1 focus such as content, language, and task management. Then, lexical language-related episodes (LREs) involving L1 were examined. The regression models of the VKS and LRE scores showed that L1 languaging was associated with higher gains in vocabulary knowledge.

01 01 JB code lllt.55.03tot 06 10.1075/lllt.55.03tot 67 90 24 Chapter 6 01 04 Chapter 3. Languaging and grammatical terminology Chapter 3. Languaging and grammatical terminology 01 04 Expressing linguistic concepts while co-constructing understandings Expressing linguistic concepts while co-constructing understandings 1 A01 01 JB code 356418751 Paul D. Toth Toth, Paul D. Paul D. Toth Temple University 07 https://benjamins.com/catalog/persons/356418751 2 A01 01 JB code 589418752 Kara Moranski Moranski, Kara Kara Moranski University of Cincinnati 07 https://benjamins.com/catalog/persons/589418752 3 A01 01 JB code 790418753 Ashley Shaffer Shaffer, Ashley Ashley Shaffer Temple University 07 https://benjamins.com/catalog/persons/790418753 4 A01 01 JB code 194418754 Raquel Mattson-Prieto Mattson-Prieto, Raquel Raquel Mattson-Prieto Princeton University 07 https://benjamins.com/catalog/persons/194418754 01 eng 30 00

This paper documents how U.S. high school learners in a third-year L2 Spanish class (N = 17) formulated explicit understandings of the pronoun se through languaging over 3 lessons. Following Adair-Hauck & Donato (2016), each lesson engaged learners in a guided inductive analysis by first presenting se within a narrative text, and then having them “co-construct” rules in groups of 2–3 from the patterns they found. A teacher-led, whole-class follow-up brought the class to a consensus before they engaged in subsequent L2 communication tasks. Based on recordings of 4 small-group interactions and the whole-class discussion, descriptive statistics and qualitative excerpts document how learners stretched familiar linguistic concepts and informal language to accommodate the unfamiliar features of the target structure.

01 01 JB code lllt.55.04fer 06 10.1075/lllt.55.04fer 91 110 20 Chapter 7 01 04 Chapter 4. Exploring interaction between heritage and second language learners in the Spanish language classroom Chapter 4. Exploring interaction between heritage and second language learners in the Spanish language classroom 01 04 Opportunities for collaborative dialogue and learning Opportunities for collaborative dialogue and learning 1 A01 01 JB code 45418755 Ana Fernández-Dobao Fernández-Dobao, Ana Ana Fernández-Dobao University of Washington 07 https://benjamins.com/catalog/persons/45418755 01 eng 30 00

This study analyzes collaborative writing activities completed by heritage language (HL) and second language (L2) learners’ dyads with a focus on collaborative dialogue and learning. Eight HL and ten L2 learners participated in the study, completing a total of 26 collaborative writing activities followed by tailor-made posttests. The interactions between the mixed dyads were analyzed for language-related episodes, classified according to focus, outcome, and trigger. The results of these analyses and those of the posttests confirmed that both HL and L2 learners benefited from working together, but in different ways and to a different extent. Learners’ perceptions of their collaboration and the pedagogical implications of these findings are discussed.

01 01 JB code lllt.55.05sto 06 10.1075/lllt.55.05sto 111 128 18 Chapter 8 01 04 Chapter 5. Languaging when providing and processing peer feedback Chapter 5. Languaging when providing and processing peer feedback 1 A01 01 JB code 7418756 Neomy Storch Storch, Neomy Neomy Storch The University of Melbourne, Australia 07 https://benjamins.com/catalog/persons/7418756 2 A01 01 JB code 165418757 Ali Alshuraidah Alshuraidah, Ali Ali Alshuraidah King Saud University, Saudi Arabia 07 https://benjamins.com/catalog/persons/165418757 01 eng 30 00

Two commonly used activities in second language (L2) writing classes are collaborative writing and peer response. Our study compared the quantity and quality of languaging generated by these two activities. In this study, conducted in Saudi Arabia, 34 college English language learners worked in the same self-selected small groups (predominantly pairs) on three successive activities. They completed a collaborative writing task, provided written feedback on a text written by another group, and revised their text in response to the peer feedback received. Analysis of recorded talk during these three activities found that the collaborative writing activity generated more languaging episodes than the other activities. We discuss the implications of these findings for L2 writing pedagogy and propose research directions.

01 01 JB code lllt.55.06yan 06 10.1075/lllt.55.06yan 129 148 20 Chapter 9 01 04 Chapter 6. Languaging Chapter 6. Languaging 01 04 Chinese students rewrite a narrative in English Chinese students rewrite a narrative in English 1 A01 01 JB code 80418758 Luxin Yang Yang, Luxin Luxin Yang Beijing Foreign Studies University 07 https://benjamins.com/catalog/persons/80418758 01 eng 30 00

Taking a perspective from sociocultural theory, this study examined the effects of languaging on Chinese university EFL students’ rewriting a story. Multiple sources of data were collected including discussions, co-constructed writings, individual revisions, and interviews. Data analysis found that languaging helped the participants co-construct meaning and solve comprehending and language problems in the process of writing. Languaging was also observed to have immediate, delayed, and ongoing effects on joint writing and individual revision. This study suggests that an opportunity to engage in languaging with the support of source readings and models can facilitate the generation of students’ ideas and expressions necessary for writing and allow them to reflect on their language knowledge in the process of writing and revising.

01 01 JB code lllt.55.07li 06 10.1075/lllt.55.07li 149 170 22 Chapter 10 01 04 Chapter 7. Languaging in wiki-based collaborative writing: Chapter 7. Languaging in wiki-based collaborative writing: 01 04 Functions and mediating factors Functions and mediating factors 1 A01 01 JB code 781418759 Mimi Li Li, Mimi Mimi Li Texas A&M University-Commerce 07 https://benjamins.com/catalog/persons/781418759 01 eng 30 00

Despite the acknowledgement of the role of languaging in collaborative writing, little research has examined how L2 students use language to mediate the process of jointly composing a text during asynchronous computer-mediated collaborative writing. This chapter reports on a study that investigated the languaging of three small groups of EFL students and the factors mediating languaging when completing a collaborative wiki writing task. The results revealed that languaging served multiple functions: resolving various language problems, negotiating and deciding about content and text organization, as well as mediating social relationships. Learners’ perception of task goals, language proficiency grouping, and patterns of interaction explained the ways in which the three groups engaged in languaging.

01 01 JB code lllt.55.p2 06 10.1075/lllt.55.p2 176 307 132 Section header 11 01 04 Section II. Languaging Section II. Languaging 01 04 Self-directed talk Self-directed talk 01 eng 01 01 JB code lllt.55.p2-1 06 10.1075/lllt.55.p2-1 176 215 40 Section header 12 01 04 II.1. Oral self-directed talk II.1. Oral self-directed talk 01 eng 01 01 JB code lllt.55.08gan 06 10.1075/lllt.55.08gan 175 196 22 Chapter 13 01 04 Chapter 8. Talking about language Chapter 8. Talking about language 01 04 L2 learners' use of metalinguistic knowledge on contrasting pedagogic tasks L2 learners’ use of metalinguistic knowledge on contrasting pedagogic tasks 1 A01 01 JB code 210418760 Gabriela Adela Gánem-Gutiérrez Gánem-Gutiérrez, Gabriela Adela Gabriela Adela Gánem-Gutiérrez University of Essex 07 https://benjamins.com/catalog/persons/210418760 2 A01 01 JB code 443418761 Karen Roehr-Brackin Roehr-Brackin, Karen Karen Roehr-Brackin University of Essex 07 https://benjamins.com/catalog/persons/443418761 01 eng 30 00

This qualitatively oriented study investigated the role of second language (L2) metalinguistic knowledge in languaging during performance on two pedagogic tasks – a gap-fill and a dictogloss. It involved 14 L1 English university-level learners of L2 Spanish (N = 8) and L2 German (N = 6). Drawing on individual think-aloud protocols and learners’ pair-work interactions, we investigated the extent to which metalinguistic knowledge was used during task completion, its purposes, and whether it was associated with successful task performance. Although considerable inter-learner variation was in evidence, we identified a relationship not only between the use of metalinguistic knowledge and successful task completion but also between the purpose for which metalinguistic knowledge was employed during languaging and the balance of expertise between partners.

01 01 JB code lllt.55.09wat 06 10.1075/lllt.55.09wat 197 216 20 Chapter 14 01 04 Chapter 9. Talking to self while writing Chapter 9. Talking to self while writing 01 04 Second-language writers' languaging processes and reflections Second-language writers’ languaging processes and reflections 1 A01 01 JB code 297418762 Yuko Watanabe Watanabe, Yuko Yuko Watanabe University of Toronto 07 https://benjamins.com/catalog/persons/297418762 01 eng 30 00

Despite ample research on the positive effects of languaging with peers, research on languaging with oneself has received limited attention. Drawing on sociocultural theory, I examine how second language (L2) writers language with themselves while composing, and how they perceive the role of languaging in their L2 writing. Twenty university English language learners wrote an essay individually. While writing, they were encouraged to speak aloud to themselves but it was not a requirement. The analyses of languaging, stimulated recall and interview protocols showed that the learners used languaging to facilitate their composing processes using different verbal scaffolds. There were, however, individual differences in the production of languaging and attitudes towards languaging as a self-regulatory tool to mediate L2 writing.

01 01 JB code lllt.55.p2-2 06 10.1075/lllt.55.p2-2 220 307 88 Section header 15 01 04 II.2. Written self-directed talk (written languaging) II.2. Written self-directed talk (written languaging) 01 eng 01 01 JB code lllt.55.10ish 06 10.1075/lllt.55.10ish 219 240 22 Chapter 16 01 04 Chapter 10. L2 learning and the frequency and quality of written languaging Chapter 10. L2 learning and the frequency and quality of written languaging 1 A01 01 JB code 306418763 Masako Ishikawa Ishikawa, Masako Masako Ishikawa Josai University 07 https://benjamins.com/catalog/persons/306418763 2 A01 01 JB code 532418764 Andrea Révész Révész, Andrea Andrea Révész University College London 07 https://benjamins.com/catalog/persons/532418764 01 eng 30 00

The study investigated the effects of written languaging (WL) on second language (L2) learning and the extent to which the frequency and quality of WL are related to L2 development. It employed a pretest-posttest-delayed posttest design, with participants assigned to a +WL, −WL and control group. The treatment involved the completion of an individual written dictogloss task, after which the +WL had the opportunity to engage in WL. The −WL only did the task. We found a beneficial impact of WL on L2 development overall, and positive links between L2 learning and the frequency and quality of WL.

01 01 JB code lllt.55.11man 06 10.1075/lllt.55.11man 241 266 26 Chapter 17 01 04 Chapter 11. L2 writers' processing of written corrective feedback Chapter 11. L2 writers’ processing of written corrective feedback 01 04 Depth of processing via written languaging Depth of processing via written languaging 1 A01 01 JB code 608418765 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia, Spain 07 https://benjamins.com/catalog/persons/608418765 2 A01 01 JB code 816418766 Florentina Nicolás-Conesa Nicolás-Conesa, Florentina Florentina Nicolás-Conesa University of Murcia, Spain 07 https://benjamins.com/catalog/persons/816418766 3 A01 01 JB code 240418767 Lourdes Cerezo Cerezo, Lourdes Lourdes Cerezo University of Murcia, Spain 07 https://benjamins.com/catalog/persons/240418767 4 A01 01 JB code 463418768 Raquel Criado Criado, Raquel Raquel Criado University of Murcia, Spain 07 https://benjamins.com/catalog/persons/463418768 01 eng 30 00

In this study we investigated (i) whether levels of depth of processing (DoP) are mediated by writing conditions (individual vs. collaborative writing), and (ii) the relationship between DoP and accuracy measures in the texts produced before and after processing feedback. Participants (118 intermediate EFL learners) were invited to complete a picture-based problem-solving task in either individual or collaborative writing conditions, in both cases with and without the availability of feedback. Findings show that access to feedback (rather than writing conditions) was the key variable that mediated both DoP and improvements in global accuracy. We discuss these findings from various perspectives, including methodological considerations for future languaging research.

01 01 JB code lllt.55.12mor 06 10.1075/lllt.55.12mor 267 286 20 Chapter 18 01 04 Chapter 12. Effects of written languaging in response to direct and indirect corrective feedback on developing writing accuracy Chapter 12. Effects of written languaging in response to direct and indirect corrective feedback on developing writing accuracy 1 A01 01 JB code 340418769 Mahmood Reza Moradian Moradian, Mahmood Reza Mahmood Reza Moradian Lorestan University 07 https://benjamins.com/catalog/persons/340418769 2 A01 01 JB code 574418770 Mojgan Hossein-Nasab Hossein-Nasab, Mojgan Mojgan Hossein-Nasab Lorestan University 07 https://benjamins.com/catalog/persons/574418770 3 A01 01 JB code 790418771 Mowla Miri Miri, Mowla Mowla Miri Allameh Tabataba'i University 07 https://benjamins.com/catalog/persons/790418771 01 eng 30 00

This study examined effects of written corrective feedback (WCF) followed by languaging on grammatical accuracy in new writing tasks. Two homogeneous EFL (English as a foreign language) classes were randomly assigned to direct (n = 15) and indirect (n = 15) feedback groups. After receiving feedback, participants languaged about the reasons for the errors in their writing. Their written explanations were coded as written languaging episodes (WLEs). Results revealed that the indirect group generated more unexplained WLEs than the direct group. However, both groups made significant gains in accuracy from the pre-test to the post-test with no significant differences observed between the two groups.

01 01 JB code lllt.55.13sim 06 10.1075/lllt.55.13sim 287 308 22 Chapter 19 01 04 Chapter 13. Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions Chapter 13. Exploring the mediating role of emotions expressed in L2 written languaging in ESL learner text revisions 1 A01 01 JB code 574418772 Daphnée Simard Simard, Daphnée Daphnée Simard Université du Québec à Montréal 07 https://benjamins.com/catalog/persons/574418772 2 A01 01 JB code 800418773 Michael Zuniga Zuniga, Michael Michael Zuniga Université du Québec à Montréal 07 https://benjamins.com/catalog/persons/800418773 01 eng 30 00

Little is known about the relationship between second language use and written languaging (e.g., Ishikawa & Suzuki, 2016; Suzuki, 2012). The few studies that have investigated the question highlight difficulties in understanding how to correct errors following written corrective feedback (e.g., Simard, Guénette, & Bergeron, 2015; Suzuki, 2012). Following the broaden-and-build theory, (Fredrickson, 2001), we hypothesized that emotions expressed in the written languaging of high school ESL learners (n = 42) produced immediately after receiving their corrected text would be related to text revision successfulness (i.e., correct revision of an incorrect form). Our results show that emotions expressed in the written languaging are not only associated with error rates but also positive emotions predict higher rates of successful revision.

01 01 JB code lllt.55.index 06 10.1075/lllt.55.index 309 313 5 Miscellaneous 20 01 04 Index Index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.55 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20200814 C 2020 John Benjamins D 2020 John Benjamins 02 WORLD 13 15 9789027207432 WORLD 09 01 JB 3 John Benjamins e-Platform 03 https://jbe-platform.com 29 https://jbe-platform.com/content/books/9789027260840 21 01 06 Corporate / Library / Education price 02 95.00 EUR 01 05 Consumer price 02 33.00 EUR 01 06 Corporate / Library / Education price 02 80.00 GBP GB 01 05 Consumer price 02 28.00 GBP GB 01 06 Corporate / Library / Education price 02 143.00 USD 01 05 Consumer price 02 49.95 USD