Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.779382
Title: Written languaging, learners' aptitude and second language learning
Author: Ishikawa, Masako
ISNI:       0000 0004 7965 0785
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2019
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Abstract:
Languaging (Swain, 2006), defined as learners' language use to make meaning, has been suggested and identified as a way to facilitate second language (L2) learning. Most of the research conducted so far has been on oral languaging, whereas the effectiveness of written languaging (WL) in promoting L2 development remains underexplored. To help to bridge this gap, this thesis examined (1) the impact of WL on L2 learning, (2) the relationship between the frequency/quality of WL and L2 learning, and (3) the associations between L2 learning through languaging and individual differences in aptitude and metalanguage knowledge. The study used a pretest-posttest-delayed posttest design with individual written dictogloss as a treatment task. The participants were 82 adult EFL learners, assigned to three groups: +WL group, -WL group or a control group. The +WL group engaged in WL by writing about their linguistic issues when they compared their reconstructions and an original text, whereas the -WL group completed the same task without engaging in WL. The control group simply did the pre- and posttests. The assessments included an essay test, a grammar production test and a recognition test. The MLAT, LLAMA_F, and LABJ were employed as aptitude measures. A metalanguage knowledge test was also devised and administered to the participants. Finally, they completed an exit questionnaire. Three main findings emerged. First, the +WL group outperformed the -WL group on the grammar production tests and, to a lesser degree, on the essay tests. Second, significant correlations were observed between the frequency/quality of WL and the gain scores on two grammar tests. Finally, a greater number of significant associations were identified between aptitude/metalanguage knowledge and L2 learning for the -WL group than the +WL group. These results are discussed with reference to previous research in second language acquisition and cognitive psychology.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.779382  DOI: Not available
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