Advanced FL Learners Explaining Their Writing Choices: Epistemic Attitude as an Indicator of Problem-Solving and Strategic Knowledge in the On-Line Revision Process

Autor/inn/en	Mutta, Maarit; Johansson, Marjut
Titel	Advanced FL Learners Explaining Their Writing Choices: Epistemic Attitude as an Indicator of Problem-Solving and Strategic Knowledge in the On-Line Revision Process
Quelle	In: Language Learning Journal, 46 (2018) 2, S.146-158 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2014.995120
Schlagwörter	Advanced Students; Second Language Learning; Second Language Instruction; Cognitive Processes; Verbs; Finno Ugric Languages; Revision (Written Composition); Writing Processes; Language Usage; Decision Making; Writing Strategies; Qualitative Research; French; Females; Student Attitudes; Undergraduate Students; Foreign Countries; Writing Instruction; Change; Epistemology; Finland + Suchen Sie Ihr Suchwort? Fortgeschrittener; Zweitsprachenerwerb; Fremdsprachenunterricht; Cognitive process; Kognitiver Prozess; Korrektur; Sprachgebrauch; Decision-making; Entscheidungsfindung; Schreibtechnik; Qualitative Forschung; Französisch; Weibliches Geschlecht; Schülerverhalten; Ausland; Schreibunterricht; Wandel; Erkenntnistheorie; Finnland
Abstract	Verbal protocols are usually used to study cognitive processes involved in various activities, as it is argued that they could make implicit processes of thinking visible and thus reportable. Here, it is proposed that verbalisations can also be approached from another angle, namely as a discourse that contains linguistic markers of writers' revision activity. This small-scale study explores advanced foreign language (FL) writers' choices during an on-line revision activity in a test environment. The starting point is the writers' focus on certain phases in this activity that are signalled by the Finnish cognitive verbs meaning "to think," combined with the linguistic marking of epistemic attitude during the revision processes. In these revision contexts, the writers explained how they solved problems related to their previously written texts. They revised problematic linguistic forms and functions both at the micro and macro levels on the basis of their strategic knowledge. The analysis showed that two types of revision activity were signalled by the epistemic attitude: change and pause in the process. Furthermore, contrary to a previous research study, the writers often appeared to focus on meaning-based problems related to lexical choices, which, however, were accompanied by hesitation and doubt regarding the correct choice. Moreover, the advanced writers showed strategic knowledge during the revision process, as they used several strategies that were occasionally accompanied by implicit reasoning for decision-making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01