Sun, 06 Jul 2008 02:20:50 BST CiteULike: senioritis's l2 http://www.citeulike.org/user/senioritis/tag/l2 CiteULike.org en-gb Copyright © 2004-2008 citeulike.org http://www.citeulike.org/user/senioritis/article/863275 <i>Journal of Academic Ethics, Vol. 3, No. 1. (March 2005), pp. 55-73.</i> Systems for the Production of Plagiarists? The Implications Arising from the Use of Plagiarism Detection Systems in UK Universities for Asian Learners Niall Hayes Lucas Introna doi:10.1007/s10805-006-9006-4 Journal of Academic Ethics, Vol. 3, No. 1. (March 2005), pp. 55-73. 2006-09-23T13:01:26-00:00 2005 Journal of Academic Ethics 1570-1727 3 1 55 73 Springer international l2 pdss plagiarism http://www.citeulike.org/user/senioritis/article/1243994 <i>TESOL Quarterly, Vol. 31, No. 2. (1997), pp. 359-363.</i> On the Ethical Treatment of ESL Writers Tony Silva TESOL Quarterly, Vol. 31, No. 2. (1997), pp. 359-363. 2007-04-22T21:19:25-00:00 1997 TESOL Quarterly 31 2 359 363 ethics l2 http://www.citeulike.org/user/senioritis/article/2292085 <i>Studies in Second Language Acquisition, Vol. 30, No. 01. (2008), pp. 79-95.</i> RECEPTIVE AND PRODUCTIVE VOCABULARY SIZES OF L2 LEARNERS Stuart Webb doi:10.1017/S0272263108080042 Studies in Second Language Acquisition, Vol. 30, No. 01. (2008), pp. 79-95. 2008-01-26T08:35:24-00:00 2008 Studies in Second Language Acquisition 30 01 79 95 l2 language http://www.citeulike.org/user/senioritis/article/2333884 <i>Second Language Research, Vol. 18, No. 4. (1 October 2002), pp. 393-407.</i><br /><br />This article reviews four recent books of current research in vocabulary acquisition. Vocabulary acquisition has moved from being a neglected backwater in second language acquisition (SLA) to a position of some importance, and this importance looks like increasing as lexical issues become more central to theoretical linguistics.The review suggests, however, that most vocabulary research in applied linguistics is based on a narrow linguistic agenda that was to a large extent defined by the concerns of the vocabulary control movement in the 1920s, particularly the work of H.E. Palmer and his successors (Smith, 1998; Institute of Research in Language Teaching, 2000). Current work in psycholinguistics and computational linguistics does not seem to have made much of an impact on the field, and this has led to a serious divergence between the theories of vocabulary acquisition that appear in these books, and the theories that are developing in other related fields. 10.1191/0267658302sr211xx The rediscovery of vocabulary Paul Meara doi:10.1191/0267658302sr211xx Second Language Research, Vol. 18, No. 4. (1 October 2002), pp. 393-407. 2008-02-05T09:09:52-00:00 2002 Second Language Research 18 4 393 407 l2 language http://www.citeulike.org/user/senioritis/article/2333903 <i>Second Language Research, Vol. 11, No. 2. (1 June 1995), pp. 95-111.</i><br /><br />This article uses diary data to examine a British learner's self-study experience of Hungarian, with reference to lexis. Though European in orthography and cultural background, Hungarian has no cognates and few borrowings from other European languages, enabling close focus on lexical acquisition strategies and processes per se. From this learner's experience, it is suggested that building a working lexicon is the single most important task facing the learner. In this there appear to be two key enabling aims: gaining a large enough stock of core lexemes to use etymological strategies on complex vocabulary, and developing the ability to read real texts. Reaching these thresholds is likely to be a hard task; beyond them learning may well become more enjoyable. A combination of studial and output-practice strategies is seen as crucial at all proficiency levels, however. Self-study coursebooks are also discussed; key factors identified are: leamability, reference value and the provision of personalized, message-based practice. 10.1177/026765839501100202 Learning an alien lexicon : a teach-yourself case study Francis Jones doi:10.1177/026765839501100202 Second Language Research, Vol. 11, No. 2. (1 June 1995), pp. 95-111. 2008-02-05T09:17:11-00:00 1995 Second Language Research 11 2 95 111 l2 language http://www.citeulike.org/user/senioritis/article/1326239 <i>(18 January 2007)</i> Global Englishes and Transcultural Flows Pennycook (18 January 2007) 2007-05-25T00:50:15-00:00 2007 Routledge english globalization l2 language transcultural http://www.citeulike.org/user/senioritis/article/1263258 <i>International Journal for Educational Integrity, Vol. 2, No. 2. (2006)</i><br /><br />This paper reports on findings of evaluative research into student perceptions of a structured academic development workshop, which was specifically designed to induct and orient international students into the academic expectations of their program of study at a university in Australia. With most Australian universities engaged in the business of internationalisation of higher education, there is some debate about the adequacy of practices adopted by these institutions to familiarise their non English-speaking background (NESB) international students with the Australian academic culture. While the practices of some Western universities are sometimes said to be inadequate, there also appears some consternation about international students’ lack of motivation to learn and their inability to master Western academic conventions. Against this backdrop, the paper outlines the impetus for collaboration between the university’s Learning Skills Unit and faculty staff in designing and facilitating a tailored academic development workshop for graduate students. After laying out related literature and details of the workshop, there is discussion of the data collection methods, and an analysis of the data from students. The paper makes a call for repeat workshops at the beginning of every semester, as an indispensable component of the overall content delivery strategies in the faculty’s graduate program. The paper concludes by contemplating the educational integrity inherent in program and faculty staff development initiatives, which are focused on addressing the academic and cultural proclivities of an international student cohort. Taking the Mountain to Mohammed: Transitioning International Graduate Students into Higher Education in Australia Neera International Journal for Educational Integrity, Vol. 2, No. 2. (2006) 2007-04-28T12:38:23-00:00 2006 International Journal for Educational Integrity 2 2 grad_students l2 pedagogy plagiarism http://www.citeulike.org/user/senioritis/article/1263255 <i>International Journal for Educational Integrity, Vol. 2, No. 2. (2006)</i><br /><br />For those new to Australian academic culture, particularly international students, the emphasis on the importance of avoiding plagiarism can herald a new concept and a new way of using source material and constructing text, while for those familiar with academic culture the concepts of plagiarism may seem to need no explanation. In this paper I explore the idea that concepts of plagiarism are embedded in Australian academic culture, which explains why university lecturers as members of this academic culture can ‘know’ what plagiarism is, while new students by contrast can be concerned and confused. I argue that students new to university in Australia are entering ‘a high context culture’, which means that they are trying to learn from those within this culture whose understandings of some of the complexities of academic culture and academic writing are often implicit and taken for granted. In this paper, attitudes to text in the culture of the English speaking university are reviewed. I also review perspectives from scholars and lecturers working in the area of university learning and teaching. Finally, I suggest some critical ways of teaching about the problem of plagiarism. The problem of plagiarism in academic culture Julianne East International Journal for Educational Integrity, Vol. 2, No. 2. (2006) 2007-04-28T12:36:22-00:00 2006 International Journal for Educational Integrity 2 2 academia l2 pedagogy plagiarism http://www.citeulike.org/user/senioritis/article/1243702 <i>System, Vol. In Press, Corrected Proof</i><br /><br />In the literature dealing with L2 teacher training and education numerous references are made to the concept of reflective teaching and teachers and teacher educators are encouraged to engage in reflective practices. The present paper, however, argues that in our attempt to empower teachers to become more efficient practitioners, we have lost sight of some important practical as well as theoretical considerations. Historically and theoretically, reflection has been influenced by many trends and philosophies which make the term reflection open to different interpretations. In addition, current reflective views lack a critical dimension since the emphasis has mostly been on rational aspects of the term. From a practical viewpoint, most of the stress has been on retrospective accounts of reflection, not on the prospective, creative aspects of the concept. Moreover, there is no evidence to show improved teacher or student performance resulting from reflective techniques and almost no acknowledgement of teachers' personality in such discussions. Finally, too much emphasis on reflective practices and teachers' practical knowledge might result in isolation from the language teaching discourse community. Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education Ramin Akbari System, Vol. In Press, Corrected Proof 2007-04-22T15:42:19-00:00 System In Press, Corrected Proof faculty_development l2 tas http://www.citeulike.org/user/senioritis/article/1217947 <i>World Englishes, Vol. 13, No. 1. (1994), pp. 33-46.</i><br /><br />ABSTRACT: One of the most troubling aspects of non-native writing in English is the attribution of authorship. Taking a writing conference, an MA thesis and a transcript of a new story as illustrations, it is argued that in academic writing the facts presented are inseparable from who is taken to have presented those facts. Because academic writing is as much the construction of an authorial self as the presentation of fact, the attention of English teachers to the mechanics of attribution and reference may mask this deeper discourse process. It is suggested that the original, creative, rational and individualistic authorial self expected in English academic writing represents a construct of Utilitarian ideology which is likely to be in conflict with both current changes in English and with the culturally constructed selves of non-native speaking students of English. As a matter of fact: The changing ideology of authorship and responsibility in discourse Ron Scollon doi:10.1111/j.1467-971X.1994.tb00281.x World Englishes, Vol. 13, No. 1. (1994), pp. 33-46. 2007-04-09T14:29:31-00:00 1994 World Englishes 13 1 33 46 authorship l2 http://www.citeulike.org/user/senioritis/article/1217853 <i>Journal of Second Language Writing, Vol. 15, No. 4. (December 2006), pp. 261-278.</i><br /><br />Paraphrasing is considered by many to be an important skill for academic writing, and some have argued that the teaching of paraphrasing might help students avoid copying from source texts. Few studies, however, have investigated the ways in which both L1 and L2 academic writers already use paraphrasing as a textual borrowing strategy when completing their academic assignments. To expand our understanding of university students' paraphrasing strategies, the present study analyzed L1 (n = 79) and L2 (n = 74) writers' use of paraphrase within a summary task and developed a method for classifying these paraphrases into four major Paraphrase Types: Near Copy, Minimal Revision, Moderate Revision, and Substantial Revision. The study then compared the L1 and L2 writers' use of these Paraphrase Types within their summaries. It was found that, while both groups used about five paraphrases per summary, L2 writers used significantly more Near Copies than L1 writers. Conversely, the summaries of L1 writers contained significantly more Moderate and Substantial Revisions than those of the L2 writers. Implications of these findings for future studies of students' textual borrowing strategies are discussed with a particular focus on issues related to plagiarism and the teaching of paraphrasing in university writing classrooms. The use of paraphrase in summary writing: A comparison of L1 and L2 writers Casey Keck doi:10.1016/j.jslw.2006.09.006 Journal of Second Language Writing, Vol. 15, No. 4. (December 2006), pp. 261-278. 2007-04-09T12:32:15-00:00 2006 Journal of Second Language Writing 15 4 261 278 l2 summary http://www.citeulike.org/user/senioritis/article/1217852 <i>Journal of Second Language Writing, Vol. 15, No. 2. (June 2006), pp. 102-117.</i><br /><br />Recent research on academic writing has established the intersection of writing and identity. However, it is not clear whether writers themselves are aware of this link. In this study, we investigated five ESL graduate students' awareness of the identities that they constructed through the appropriation of others' words and ideas in their texts. Moving beyond prevalent moral explanations, we further sought alternative reasons for students' inappropriate textual borrowing practices, often categorized as plagiarism. Our findings suggest that, depending on their enculturation into disciplinary discourses, students exhibit different levels of awareness of the available and privileged identity options in the social contexts of writing. We argue that student textual plagiarism can best be viewed as an issue of authorial identity construction. The findings indicate that the roots of students' production of institutionally unacceptable texts lie in their epistemological orientation as well as their authoritative view of source texts. We finally reflect on the implications of the findings for academic writing instruction. Drawing on the notion of students-as-ethnographers, we suggest that writing instruction can raise students' awareness of the link between writing and self-representation as well as the epistemology underpinning academic authorship, as two important dimensions of successful writing. Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school Ali Abasi Nahal Akbari Barbara Graves doi:10.1016/j.jslw.2006.05.001 Journal of Second Language Writing, Vol. 15, No. 2. (June 2006), pp. 102-117. 2007-04-09T12:29:52-00:00 2006 Journal of Second Language Writing 15 2 102 117 grad_students l2 http://www.citeulike.org/user/senioritis/article/1212053 <i>European Journal of Engineering Education., Vol. 31, No. 6. (December 2006), 673.</i><br /><br />Despite the best attempts of academic staff to teach students the mechanics of citation, the rules of referencing continue to be broken, particularly by those new to Western university systems (either first-year undergraduate students or international students from different cultural backgrounds). In late 2003, 16 postgraduate international engineering students failed an assignment as a result of plagiarism. In response, collaboration between the lecturers and the learning support staff over three years yielded significant improvements in academic scholarship. The improvement in performance was achieved by making cross-cultural assumptions about academic scholarship in the Western context explicit, while putting in place additional workshops for students. Instead of focusing on policy, remediation and punishment, staff worked to foster an understanding of critical scholarship in the Western academic context. The approach also demonstrated the benefits of partnership between engineering faculty and learning support staff. [PUBLICATION ABSTRACT] International engineering students - avoiding plagiarism through understanding the Western academic context of scholarship Andrea Duff Derek Rogers Michael Harris European Journal of Engineering Education., Vol. 31, No. 6. (December 2006), 673. 2007-04-06T16:07:30-00:00 2006 European Journal of Engineering Education. 31 6 673 l2 pedagogy plagiarism http://www.citeulike.org/user/senioritis/article/1126956 <i>International Migration, Vol. 45, No. 1. (March 2007), pp. 177-208.</i> Strengthening Social Capital through Bilingual Competence in a Transnational Migrant Community: Mexicans in Upstate New York Grim-Feinberg Kate doi:10.1111/j.1468-2435.2007.00400.x International Migration, Vol. 45, No. 1. (March 2007), pp. 177-208. 2007-02-27T11:37:50-00:00 2007 International Migration 0020-7985 45 1 177 208 Blackwell Publishing bilingualism capital english_only l2 http://www.citeulike.org/user/senioritis/article/1199625 <i>TESOL Quarterly, Vol. 31, No. 2. (1997), pp. 263-287.</i><br /><br />Research in second language acquisition (SLA) has been dominated by questions regarding the psychological processes of language learning, with less concern for the wider social context, the power relations within the context, and their effect on the psychological variables. This article draws on Peirce's (1995) concept of investment, arguing that it can be usefully broken down into investment in discourses. It also draws on and extends Peirce's use of Bourdieu's (1991) notions of legitimate language, arguing that not only do subject positions, and thus the ability to claim the right to speak, change over time, but they can change within one encounter. To illustrate the importance of these concepts, I analyse the interaction between myself and a student in an interview, as a language learning situation, during which the power relationships shift significantly because of a change of topic (the skeptron changes hands). This shift occurs because of the wider political context and affects the nature of the interaction and thus SLA. The analysis of the interview data and pieces of writing also demonstrates the student's investment in prior discourses and the way they hinder and facilitate his acquisition of written academic discourse, as his approach to academic writing is powerfully shaped by the meanings and function writing had held for him as a political prisoner in an apartheid South Africa. The article includes a brief discussion of the implications for the L2 classroom. Second Language Acquisition of Spoken and Written English: Acquiring the Skeptron Shelley Angélil-Carter TESOL Quarterly, Vol. 31, No. 2. (1997), pp. 263-287. 2007-03-31T12:20:16-00:00 1997 TESOL Quarterly 31 2 263 287 bourdieu l2 http://www.citeulike.org/user/senioritis/article/1166640 <i>The Modern Language Journal, Vol. 88, No. 1. (2004), pp. 1-13.</i><br /><br />This intellectual history of the disciplinary roots of second language (L2) writing research and pedagogy in English examines the influences of its feeder disciplines, composition studies and applied linguistics, and their parent disciplines, rhetoric and linguistics. After a brief history of L2 writing's two grandparent disciplines (rhetoric and linguistics) and its two parent disciplines (composition studies and applied linguistics), the article focuses on the effect of the two parent disciplines' conflicting identities. Whereas L2 writing benefits from its invigorating position at the confluence of these two intellectual streams, it has also been pulled in different incompatible directions resulting from differences, and even similarities, between applied linguistics' and composition studies' inquiry paradigms and traditions, their intellectual identities, and the material disciplinary manifestations of their organizations, conferences, and publications. A brief history of L2 writing pedagogy and research demonstrates the push and pull of the conflicting influences of its feeder disciplines. Family Matters: The Influence of Applied Linguistics and Composition Studies on Second Language Writing Studies-Past, Present, and Future Tony Silva Ilona Leki doi:10.1111/j.0026-7902.2004.00215.x The Modern Language Journal, Vol. 88, No. 1. (2004), pp. 1-13. 2007-03-16T02:31:28-00:00 2004 The Modern Language Journal 88 1 1 13 comp_studies l2 linguistics http://www.citeulike.org/user/senioritis/article/1166628 <i>WPA: Writing Program Administration, Vol. 30, No. 1-2. (2006), pp. 37-58.</i> Preparing for the Tipping Point: Designing Writing Programs to Meet the Needs of the Changing Population Ana Preto-Bay Kristine Hansen WPA: Writing Program Administration, Vol. 30, No. 1-2. (2006), pp. 37-58. 2007-03-16T02:20:46-00:00 2006 WPA: Writing Program Administration 30 1-2 37 58 l2 tas wpa http://www.citeulike.org/user/senioritis/article/1166078 <i>WPA: Writing Program Administration, Vol. 30, No. 1-2. (2006), pp. 59-82.</i> Combating Monolingualism: A Novice Administrator's Challenge Gail Shuck WPA: Writing Program Administration, Vol. 30, No. 1-2. (2006), pp. 59-82. 2007-03-15T20:44:42-00:00 2006 WPA: Writing Program Administration 30 1-2 59 82 english_only l2 wpa http://www.citeulike.org/user/senioritis/article/1120352 <i>TESOL Quarterly, Vol. 31, No. 3. (1997), pp. 580-583.</i> Race and the Identity of the Nonnative ESL Teacher Nuzhat Amin TESOL Quarterly, Vol. 31, No. 3. (1997), pp. 580-583. 2007-02-24T21:50:04-00:00 1997 TESOL Quarterly 31 3 580 583 faculty identity l2 race http://www.citeulike.org/user/senioritis/article/1153240 <i>WPA: Writing Program Administration, Vol. 30, No. 1-2. (2006), pp. 15-36.</i> Assessing the Needs of Linguistically Diverse First-Year Students: Bringing Together and Telling Apart International ESL, Resident ESL, and Monolingual Basic Writers Patricia Friedrich WPA: Writing Program Administration, Vol. 30, No. 1-2. (2006), pp. 15-36. 2007-03-10T23:06:55-00:00 2006 WPA: Writing Program Administration 30 1-2 15 36 adjuncts assessment bw l2 tas wpa http://www.citeulike.org/user/senioritis/article/1120990 <i>TESOL Quarterly, Vol. 33, No. 1. (1999), pp. 85-102.</i><br /><br />This study explores the labels native speaker (NS) and nonnative speaker (NNS) from the perspective of seven nonnative-English-speaking professionals in TESOL. Using data from e-mail and face-to-face interviews gathered over a 16-month period, the author delineates a number of dimensions surrounding the terms, such as precedence in learning languages, competence in the learned languages, cultural affiliation, social identities, and language environment. Participants also discussed related professional issues, such as the power relations imposed by the labels, the impact of the labels on the hiring process, and the pedagogical implications of the labels. The study calls for more case studies to thoroughly examine other common professional labels. Nonnative-English-Speaking Professionals in TESOL Jun Liu TESOL Quarterly, Vol. 33, No. 1. (1999), pp. 85-102. 2007-02-25T16:48:24-00:00 1999 TESOL Quarterly 33 1 85 102 l2 pedagogy http://www.citeulike.org/user/senioritis/article/1140407 <i>(1989), pp. 193-206.</i> Developing Effective Assignments for Second Language Writers Duane Roen (1989), pp. 193-206. 2007-03-05T03:19:34-00:00 1989 193 206 assignments l2 http://www.citeulike.org/user/senioritis/article/1139671 <i>WPA: Writing Program Administration, Vol. 30, No. 1-2. (2006), pp. 83-100.</i> Geography Lessons, Bridge-Building, and Second Language Writers Talinn Phillips Candace Stewart Robert Stewart WPA: Writing Program Administration, Vol. 30, No. 1-2. (2006), pp. 83-100. 2007-03-04T11:46:03-00:00 2006 WPA: Writing Program Administration 30 1-2 83 100 disciplinarity l2 property tas wpa writing_centers http://www.citeulike.org/user/senioritis/article/1137740 <i>International Journal for Educational Integrity, Vol. 1, No. 1. (2005)</i> Does educational integrity mean teaching students NOT to ‘use their own words’? Ursula Mcgowan International Journal for Educational Integrity, Vol. 1, No. 1. (2005) 2007-03-03T08:29:46-00:00 2005 International Journal for Educational Integrity 1 1 l2 plagiarism