Year: 2007
Type: article
Abstract: The purpose of this study is to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of second language writing strategies of Chinese students in an authentic context. Data collected from a semi-structured interview, questionnaire, retrospective post-writing discussion, and written drafts of papers were analysed. The findings indicated that the three participants employed rhetorical strategies, metacognitive strategies, cognitive strategies and social/affective strategies in their writing practice. This study supports Silva's finding that L2 writing process is strategically, rhetorically, linguistically different from first language (L1) writing process (1993). Data demonstrated that metacognitive, cognitive, and social/affective strategies except rhetorical strategies (organisation of paragraphs) transferred across languages positively.
Authors: Congjun Mu, Suzanne Carrington
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2096009663