Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514222
Title: Exploring second language creativity : Understanding and helping L2 songwriters
Author: Cullen, Brian
Awarding Body: Leeds Metropolitan University
Current Institution: Leeds Beckett University
Date of Award: 2009
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Abstract:
This study investigated how to help Japanese songwriters writing in English. It also aimed to evaluate and develop tools for probing the mental processes underlying L2 creativity. Evaluating various methodologies (corpus analysis of lyrics, interviews, verbal protocol analysis, and journal studies) led to eight case studies of Japanese L2 songwriters centered on the "dialogues of creation" which arose in one-ta-one songwriting workshops where the researcher adopted multiple roles including researcher, EFL teacher, creative coach, audience, and songwriter. Songwriting was shown to be a flexible use of cognitive, social, linguistic, and psychological strategies to solve a "song puzzle," simultaneously manipulating mental representations, inner voice, external constraints of song norms and language, and internal constraints created by writing. Key requirements underlying L2 creativity were revealed as flexibility in strategy and language use, openness, creation of favourable circumstances, awareness of L 1 norms, and development of craft through appropriate feedback and experiential learning. Other important issues addressed were motivations, inner and extemal validation criteria, borrowing and ownership, and L2 identity negotiation. Three approaches to helping L2 songwriters were formulated: a language-centered approach highlighting deviation from English song and linguistic norms, a skills-centered approach utilizing an L2 songwriting model, and a learner-centered approach identifying characteristics of the "good L2 songwriter." Teacher mediation through songwriting exercises and feedback created an experiential and organic curriculum which facilitated rapid development of strategies and self-correction skills. The investigation into mental processes, use of metaphor, and management of multiple roles may interest qualitative researchers. The descriptions of creative cognitive strategies in manipulating mental representations and inner voice, importance of inner validation, and process model of L2 songwriting may inform research in L 1 and L2 creativity. Pedagogic implications for experiential learning, collaborative learning, organic curriculum, bilingual clustering, and L2 identity negotiation may contribute to EFL and ESP
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.514222  DOI: Not available
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