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Differential Impacts of Pair and Self-Dynamics on Written Languaging Attributes and Translation Task Performance in EFL Context
Written languaging (WL) as a facilitator of second/foreign language (L2) learning has remained under-researched in the languaging literature. This study investigated the potentials of pair and self-languaging dynamics to determine (1) the attributes of quantity, focus, and conceptual processes in WL...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Nature Singapore
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9065664/ http://dx.doi.org/10.1007/s42321-022-00113-w |
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author | Keshanchi, Elnaz Pourdana, Natasha Famil Khalili, Gholamhassan |
author_facet | Keshanchi, Elnaz Pourdana, Natasha Famil Khalili, Gholamhassan |
author_sort | Keshanchi, Elnaz |
collection | PubMed |
description | Written languaging (WL) as a facilitator of second/foreign language (L2) learning has remained under-researched in the languaging literature. This study investigated the potentials of pair and self-languaging dynamics to determine (1) the attributes of quantity, focus, and conceptual processes in WL episodes and (2) translation tasks accomplishment. In a pretest–posttest research design, 60 undergraduate English-as-a-Foreign-Language (EFL) learners were selected and assigned into two groups of pair and self-languagers. For three weeks, they produced WL episodes while completing Persian-to-English translation tasks at three stages of translating, comparing to the model translation, and revising translation. Chi-square analysis indicated significant interactions between (1) languaging dynamics and the quantity of WL, and (2) languaging dynamics and the focus of WL. Accordingly, pair languagers produced more WL than self-languagers, while both groups produced fewer WL through stage-wise translation task performance. Also, while both groups focused on lexis (L-WL) more than grammar (G-WL), pair languagers produced more L-WL than self-languagers who had a higher record in producing G-WL. Moreover, the distribution of conceptual processes underlying WL episodes was uneven and more in favor of self-assessment and hypothesis formation in both groups. Finally, the one-way analysis of variance (ANOVA) indicated another interaction between languaging dynamics and translation task performance. Accordingly, pair languagers outperformed self-languagers on the posttest despite their mutual language learning progress. Pedagogical implications of the study promote the critical role of WL as a metacognitive mediator and translation as a form-focused task in the L2 context. |
format | Online Article Text |
id | pubmed-9065664 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer Nature Singapore |
record_format | MEDLINE/PubMed |
spelling | pubmed-90656642022-05-04 Differential Impacts of Pair and Self-Dynamics on Written Languaging Attributes and Translation Task Performance in EFL Context Keshanchi, Elnaz Pourdana, Natasha Famil Khalili, Gholamhassan English Teaching & Learning Original Paper Written languaging (WL) as a facilitator of second/foreign language (L2) learning has remained under-researched in the languaging literature. This study investigated the potentials of pair and self-languaging dynamics to determine (1) the attributes of quantity, focus, and conceptual processes in WL episodes and (2) translation tasks accomplishment. In a pretest–posttest research design, 60 undergraduate English-as-a-Foreign-Language (EFL) learners were selected and assigned into two groups of pair and self-languagers. For three weeks, they produced WL episodes while completing Persian-to-English translation tasks at three stages of translating, comparing to the model translation, and revising translation. Chi-square analysis indicated significant interactions between (1) languaging dynamics and the quantity of WL, and (2) languaging dynamics and the focus of WL. Accordingly, pair languagers produced more WL than self-languagers, while both groups produced fewer WL through stage-wise translation task performance. Also, while both groups focused on lexis (L-WL) more than grammar (G-WL), pair languagers produced more L-WL than self-languagers who had a higher record in producing G-WL. Moreover, the distribution of conceptual processes underlying WL episodes was uneven and more in favor of self-assessment and hypothesis formation in both groups. Finally, the one-way analysis of variance (ANOVA) indicated another interaction between languaging dynamics and translation task performance. Accordingly, pair languagers outperformed self-languagers on the posttest despite their mutual language learning progress. Pedagogical implications of the study promote the critical role of WL as a metacognitive mediator and translation as a form-focused task in the L2 context. Springer Nature Singapore 2022-05-04 2023 /pmc/articles/PMC9065664/ http://dx.doi.org/10.1007/s42321-022-00113-w Text en © The Author(s) under exclusive licence to National Taiwan Normal University 2022 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Original Paper Keshanchi, Elnaz Pourdana, Natasha Famil Khalili, Gholamhassan Differential Impacts of Pair and Self-Dynamics on Written Languaging Attributes and Translation Task Performance in EFL Context |
title | Differential Impacts of Pair and Self-Dynamics on Written Languaging Attributes and Translation Task Performance in EFL Context |
title_full | Differential Impacts of Pair and Self-Dynamics on Written Languaging Attributes and Translation Task Performance in EFL Context |
title_fullStr | Differential Impacts of Pair and Self-Dynamics on Written Languaging Attributes and Translation Task Performance in EFL Context |
title_full_unstemmed | Differential Impacts of Pair and Self-Dynamics on Written Languaging Attributes and Translation Task Performance in EFL Context |
title_short | Differential Impacts of Pair and Self-Dynamics on Written Languaging Attributes and Translation Task Performance in EFL Context |
title_sort | differential impacts of pair and self-dynamics on written languaging attributes and translation task performance in efl context |
topic | Original Paper |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9065664/ http://dx.doi.org/10.1007/s42321-022-00113-w |
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