VIETNAMESE UNIVERSITY NON-MAJOR ENGLISH STUDENTS’ WRITING PROBLEMS IN TERMS OF THE FACTORS RELATING TO THEIR META-KNOWLEDGE OF ENGLISH INFORMATION STRUCTURE
Main Article Content
Abstract
This paper reports the results of a study which investigates the problems Vietnamese university non-major English students of two levels of English proficiency encountered in their English writing in terms of the factors relating to their meta-knowledge of English information structure and the extent to which a cognitive meta-linguistic approach to teaching second language (L2) writing can help the learners overcome their writing problems and develop their written communicative ability by first enhancing their meta-knowledge of English information structure. Their problems are conceptualized as being associated with their employing or not employing some writing strategies that can either support or hinder their writing skills development. The analyses of the problems were based on the learners’ responses to the questionnaire and interviews, their writing in the writing tasks and classroom-based worksheets and answer sheets. The findings suggested that the learners in the study encountered the writing problems anticipated before, during and after the intervention. The percentages of the learners encountering the problems decreased over time and the extent to which each problem was solved towards the end of the post-teaching phase varied according to each specific problem. Transfer of first language (L1) strategies was reported in all of the writing problems. The influence of L1 transfer was variable with extremely low evidence of topic-prominent structure. In general, there were no big differences between the two groups in their encountering and overcoming the problems investigated.
Article Details
Keywords
Vietnamese university non-major English students, writing problems, meta-knowledge, information structure, cognitive meta-linguistic approach, English proficiency
References
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Heap, J. L. (1989). Writing as Social Action. Theory into Practice, 28(2), 148-153.
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Hinkel, E. (2004). Teaching academic ESL writing: Practical techniques in vocabulary and grammar. Mahwah, NJ: Lawrence Erlbaum Associates.
Hirose, K., & Sasaki, M. (1994). Explanatory variables for Japanese students' expository writing in English: An exploratory study. Journal of Second Language Writing, 3(3), 203-229.
Hoey, M. (1983). On the Surface of Discourse. George Allen and Unwin.
Hoey, M. (1991). Patterns of Lexis in Text. OUP.
Hoey, M. (1994). Signalling in Discourse: A Functional Analysis of a Common Discourse Pattern in Written and Spoken English. In M. Coulthard (Eds.), Advances in Written Text Analysis (pp. 26-45). Routledge.
Hoey, M. (2001). Textual interaction. Routledge.
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Hyland, K. (2003). Second Language Writing. Cambridge University Press.
Hyland, K. (2005). Meta-discourse: Exploring interaction in writing. Continuum.
Heuring, D. L. (1984). The revision strategies of skilled and unskilled ESL writers: five case studies. Paper presented at the 18th Annual TESOL Convention. Houston.
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Hu, G. W. (2010). Revisiting the role of meta-language in L2 teaching and learning. EA Journal, 26(1), 61-70.
Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Newbury House.
Johns, A. M. (1993). Written Argumentation for Real Audiences: Suggestions for Teacher Research and Classroom Practice. TESOL Quarterly, 27(1), 75-90.
Johns, A.M. (2002). Genre in the Classroom: Multiple Perspectives (Eds.). LEA.
Johnson, K. (1996). Language Teaching and Skill Learning. Blackwell.
Johnson, M. D., Mercado, L., & Acevedo, A. (2012). The effect of planning sub-processes on L2 writing fluency, grammatical complexity, and lexical complexity. Journal of Second Language Writing, 21, 264-282.
Johnson, K., & Johnson, H. (1998). Encylopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching. Blackwell.
Kamimura, T., & Oi, K. (1998). Argumentative strategies in American and Japanese English. World Englishes, 17(3), 307–323.
Kaplan, R. B. (1966). Cultural Thought Patterns in Intercultural Education. Language Learning, 16, 1-20.
Kaplan, R. B. (1987). Cultural Thought Patterns Revisited. In U. Connor & R. B. Kaplan (Eds.), Writing Across Languages: Analysis of L2 Texts. Addison-Wesley.
Kellogg, R. T. (1988). Attentional overload and writing performance: Effects of rough draft and outline strategies. Journal of Experimental Psychology: Learning, Memory, & Cognition, 14, 355-365.
Kroll, B. (1990). Second Language Writing: Research insights for the classroom (Ed.). Cambridge University Press.
Lautamatti, L. (1987). Observations on the development of the topic of simplified discourse. In U. Connor & R. B. Kaplan (Eds), Writing across languages: Analysis of L2 texts (pp. 87-114). Reading, Addison-Wesley.
Lee, I. (2002). Teaching coherence to ESL students: A classroom inquiry. Journal of Second Language Writing, 11, 135-159.
Matsumoto, K. (1995). Research paper writing strategies of professional Japanese EFL Writers. TESL Canada Journal, 13(1), 17-27.
Mauranen, A. (1993). Contrastive ESP Rhetoric: Metacontext in Finnish-English Economics Texts. English for Specific Purposes, 12, 3-22.
Munoz-Luna, R. (2015). Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading. PLoS ONE, 10(6), e0128309. DOI: 10.1371/journal.pone.0128309.
Nunan, D. (1992). Research Methods in Language Learning. CUP.
Oh, E., Lee, C. M., & Moon, Y. I. (2015). The Contributions of Planning, L2 Linguistic Knowledge and Individual Differences to L2 Writing. The Journal of Asia TEFL, 12(2), 45-85.
Ong, J., & Zhang, L. J. (2010). Effects of task complexity on fluency and lexical complexity in EFL students’ argumentative writing. Journal of Second Language Writing, 19, 218-233.
Ong, J., & Zhang, L. J. (2013). Effects of manipulation of cognitive processes on English as a foreign-language (EFL) writers’ text quality. TESOL Quarterly, 27, 375-398.
Paltridge, B. (2001). Genre and the Language Learning Classroom. The University of Michigan Press.
Pianko, S. (1979). A description of the composing processes of college freshman writers. Research in the Teaching of English, 13(1), 5-22.
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