Second Language Writing

By Ken Hyland. 2003

2,389 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/4ff0bb48f0618cc5de95598f8f045e1a53f23268

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Jim McKinley
2. Shih-Chieh Chien
3. R. Ruegg
4. Shulin Yu
5. Yao Zheng
6. Muhammad Fareed
7. M. Bilal
8. A. Ashraf

In Language and Linguistics

1. Shulin Yu
2. Yao Zheng
3. Ken Hyland
4. R. Ruegg
5. Jim McKinley
6. Shih-Chieh Chien
7. Paul Thompson
8. F. Hyland

In Literature and Literary Theory

1. Shulin Yu
2. Yao Zheng
3. R. Ruegg
4. Ken Hyland
5. Paul Thompson
6. Jim McKinley
7. Shih-Chieh Chien
8. F. Hyland

Citations in the corpus

• Enhancing Students' Engagement and Motivation in Writing: The Case of Primary Students in Hong Kong. (2007, background): “While it is important to avoid restrictive guidelines like those of the traditional programme, it appears that these young writers could have benefited from more input and familiarization tasks (Hyland, 2003, p. 125) which focused on language and text organization.”
• Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing (2014, methodology): “Hyland (2008) points out that this has pedagogical implications in that student writers need to be”
• Investigating Malaysian ESL Students' Writing Problems on Conventions, Punctuation, and Language Use at Secondary School Level (2012, background): “Leki (1992) claimed that ESL students complain about learning and focusing on the English word order or word forms. According to Adams and Keene (2000), cited in Al-Khasawneh (2010), today English, as the means of instruction, makes a strong contribution to education and students’ efficiencies in co”
• Task response and text construction across L1 and L2 writing (2008, background): “Kachru (cited in Hyland, 2003), for example, implies that Indian students approach an argumentative essay differently from their North American counterparts, in that they “put forward several positions, allowing the reader to decide” (p. 47), whereas the latter tend to take one position and try to c”
• The Routledge Handbook of English for Academic Purposes (2016, background): “EAP materials and tasks are often scaffolded as a way to offer students support (Hyland, 2006). Mishan (2005) makes reference to “task approximating” (p.”