Abstract
One source of language variation sometimes discussed in the second-language (L2) literature is tied to the ESL learners’ length of residence in the United States. ESL learners who have lived in the United States a short time seem to have a somewhat different set of social values and norms than learners who have lived in the United States many years. These different sets of values and norms may lead to specific differences in L2 writing practices. Is it possible that different groups of learners follow somewhat different paths on their way to becoming proficient writers of a second language? More specifically, do ESL writers acquire the rhetorical, morpho-syntactic, and lexical features of their L2 along different routes? Or do these different groups merely travel the same roads at different speeds?
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Achiba, M., and Kuromiya, Y. (1983). Rhetorical patterns extant in the English compositions of Japanese students. JALT Journal, 5, 1–13.
Ahrens, C. (1984). Comparing composition skills of native and non-native born students at the junior high school level. Unpublished master’s thesis, UCLA.
Andersen, E. S., and Johnson, C. (1973). Modifications in the speech of an eight-year-old as a reflection of age of listener. Stanford Occasional Papers in Linguistics, 3, 149–160.
Chang, S. J. (1983). English and Korean. In R. Kaplan (Ed.), Annual Review of Applied Linguistics (pp. 85–98 ). Rowley, MA: Newbury House.
Cheng, L.-R. (1987). Assessing Asian language performance: Guidelines for evaluating limitedEnglish-proficient students. Rockville, MD: An Aspen Production.
Choy, B.-Y. (1979). Koreans in America. Chicago: Nelson-Hall.
Connor, U., and Kaplan, R. (Eds.). (1987). Writing across languages: Analysis of L2 text. Reading, MA: Addison Wesley.
Eggington, W. (1987). Written academic discourse in Korean: Implications for effective communication. In U. Connor and R. Kaplan (Eds.), Writing across languages: Analysis of L2 text (pp. 153–168 ). Reading, MA: Addison Wesley.
Gee, J. (1986). Orality and literacy: From the Savage Mind to Ways with Words. TESOL Quarterly. 20 (4), 719–746.
Heath, S. B. (1983). Ways with words. Cambridge: Cambridge University Press.
Hinds, J. (1983). Japanese and English. In R. Kaplan (Ed.), Annual review of applied linguistics (pp. 78–84 ). Rowley, MA: Newbury House.
Hinds, J. (1987). Reader versus writer responsibility: A new typology. In U. Connor and R. Kaplan (Eds.), Writing across languages: Analysis of L2 text (pp. 9–22 ). Reading, MA: Addison Wesley.
Ijaz, I. H. (1986). Linguistic and cognitive determinants of lexical acquisition in a second language. Language Learning, 36 (4), 401–451.
Inoue, N. (1986). Japanese and English rhetorical patterns. Tsukuba English Education Journal, 7, 69–81.
Iwasaki, M., and Hayasaka, K. (1984). Unique logic patterns found in English compositions written by Japanese students-reconsideration of “Cultural thought patterns in intercultural education” by Robert Kaplan. Speech Education. 11, 60–67.
Iwasaki, M., and Hayasaka, K. (1985). Unique logic patterns found in English compositions written by Japanese students, II. Speech Education, 12, 21–27.
Kalton, M. C. (1979). Korean ideas and values. Elkins Park, PA: Philip Jaisohn Memorial Foundation.
Kaplan, R. (1966). Cultural thought patterns in intercultural education. Language Learning, 16, 1–20.
Kaplan, R. (Ed.). (1983). Annual review of applied linguistics. Rowley, MA: Newbury House.
Kaplan, R. (1987). Cultural thought patterns revisited. In U. Connor and R. Kaplan (Eds.), Writing across languages: Analysis of L2 text (pp. 9–22 ). Reading, MA: Addison Wesley.
Kellerman, E. (1978). Giving learners a break: Native language intuitions as a source of predictions about transferability. Working Papers on Bilingualism, 15, 60–92.
Kellerman, E. (1983). Now you see it, now you don’t. In S. Gass and L. Selinker (Eds.), Language transfer in language learning. (pp. 112–319 ). Rowley, MA: Newbury House.
Kim, D. S. (1977). How they fared in American homes: A follow-up study of adopted Korean children. Children Today, 6, 2–6.
Kitano, H., and Daniels, R. (1988). Asian Americans: Emerging minorities. Englewood Cliffs, NJ: Prentice Hall.
Kobayashi, H. (1984). Rhetorical patterns in English and Japanese. Unpublished doctoral dissertation, Columbia University Teachers College, New York.
Krashen, S. D. (1976). Formal and informal linguistic environments in language acquisition and language learning. TESOL Quarterly, 10 (2), 157–168.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Longman.
Kroll, B. (1984). Levels of error in ESL essays. Unpublished doctoral dissertation, University of Southern California.
Lee, K. (1982). Students from Korea. In Asian bilingual education (pp. 105–114 ). Cambridge, MA: Evaluation, Dissemination, and Assessment Center.
Lee, C., and Scarcella, R. ( 1988, March). Helping Korean university students overcome ESL writing problems. Paper presented at the TESOL convention, Chicago.
Ochs, E. (1987). Input: A socio-cultural perspective. In M. Hickman (Ed.), Social and functional approaches to language and thought (pp. 305–319 ). New York: Academic Press.
Perkins, L., and Scarcella, R. (1986). Coming out of the cabbage badge: Relying on what you’ve got. TECFORS Research Report. Los Angeles: University of Southern California.
Philips, J. (1984). The Effect of morphological and syntactic errors on the holistic scores of native and non-native composition. Unpublished master’s thesis, UCLA.
Ricento, T. (1987). Aspects of coherence in English and Japanese expository prose. Unpublished doctoral dissertation, UCLA.
Romaine, S. (1986). The language of children and adolescents: The acquisition of communicative competence. New York: Basil Blackwell.
Scarcella, R. (1984). How readers orient their writers. TESOL Quarterly, 18 (4), 671–688.
Schachter, J. (1974). An error in error analysis. Language Learning, 24, 205–214.
Stewart, E. (1973). American cultural patterns: A cross-cultural perspective. Yarmouth, ME: Intercultural Press.
Street, B. V. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
Wolfram, W., and Hatfield, D. (1985). Interlanguage fads and linguistic reality: The case of tense marking. In D. Tannen and J. Alatis (Eds.), Proceedings of the Georgetown round table (pp. 17–34 ). Washington, DC.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1989 Springer Science+Business Media New York
About this chapter
Cite this chapter
Scarcella, R., Lee, C. (1989). Different Paths to Writing Proficiency in a Second Language?. In: Eisenstein, M.R. (eds) The Dynamic Interlanguage. Topics in Language and Linguistics. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-0900-8_9
Download citation
DOI: https://doi.org/10.1007/978-1-4899-0900-8_9
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4899-0902-2
Online ISBN: 978-1-4899-0900-8
eBook Packages: Springer Book Archive