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Motivational Principles underlying Linguistic Characteristics of Second Language Writing
엄미진,Mostafa Papi 한국영어학회 2022 영어학 Vol.22 No.-
The present study explored how a learner’s motivational foundation driven by regulatory focus and mode is related to the linguistic characteristics of complexity, accuracy, and fluency (CAF) of L2 writing. It was hypothesized that learner’s regulatory focus and mode would lead the learners to focus on certain aspects of the writing processes, thus resulting in individual variations in CAF levels of writing. English argumentative essays written by 48 Korean EFL students were analyzed with reference to writing CAF measures. The participants’ regulatory foci and modes were also measured using two questionnaires. The results of multiple regression analyses showed that the promotion-focus positively predicted complexity and the prevention-focus negatively predicted fluency and accuracy. Regarding regulatory mode, the assessment-mode positively predicted both complexity and accuracy and the locomotion-mode was not significantly related to any measures of CAF. The findings may contribute to understanding individual differences in L2 development through writing and suggest that learners’ inherent motivational characteristics play a role in the L2 writing process. Results are discussed in relation to the writing process models, and pedagogical implications and future research directions are suggested.
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Interplay of a Learner’s Regulatory Focus and Genre on Second Language Writing
Mijin Eom,Mostafa Papi 한국영어교육학회 2022 ENGLISH TEACHING(영어교육) Vol.77 No.1
Many empirical findings of previous studies have suggested a connection between motivational factors and L2 writing. Nonetheless, the impact of motivational factors on the genre-based L2 writing has not gained much attention. The present study explored the extent to which the characteristics of two writing tasks involving different genres interact with a learner’s motivational disposition (regulatory focus) and, further, affect language production of writing. 106 essays collected from 53 university EFL learners were assessed in terms of linguistic complexity and accuracy. 2X2 ANOVA results revealed significant main effects of genre on lexical complexity (lexical variation and MSTTR). More importantly, there were significant interaction effects between genre and regulatory focus on both measures of the syntactic complexity (mean length of T-unit and clause per T-unit) and lexical complexity (lexical density). The findings highlighted the significance of learners’ motivational dispositions in genre writing. Drawing on the findings, some pedagogical suggestions to ensure the effectiveness of writing tasks on L2 development were proposed.
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