Comparing L1 and L2 organizational patterns in the argumentative writing of Japanese EFL students
By K. Hirose. 2003
196 citations recorded by the source corpus.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/791e2cf80b634b95b848d221f0b00f839555323d
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Bethany Gray
- Douglas Biber
- Hiroe Kobayashi
- Suzanne Carrington
- C. Rinnert
- Congjun Mu
- Susana M. Sotillo
- Scott Andrew Crossley
In Language and Linguistics
- Bethany Gray
- Douglas Biber
- Hiroe Kobayashi
- Suzanne Carrington
- C. Rinnert
- Congjun Mu
- Paul Baker
- Yu-Hua Chen
In Literature and Literary Theory
- Bethany Gray
- Douglas Biber
- Hiroe Kobayashi
- Suzanne Carrington
- C. Rinnert
- Congjun Mu
- Scott Andrew Crossley
- Susana M. Sotillo
Citations in the corpus
- Task response and text construction across L1 and L2 writing (2008, background): “The influence of such factors, particularly L1 writing experience, on L2 writing has been observed in a number of studies (Cumming, 1989; Hirose, 2003; Kobayashi & Rinnert, 2004, 2008; Kubota, 1998; Sasaki & Hirose, 1996).”
- Discourse Characteristics of Writing and Speaking Task Types on the "TOEFL iBT"® Test: A Lexico-Grammatical Analysis. "TOEFL iBT"® Research Report. TOEFL iBT-19. Research Report. RR-13-04. (2013, background): “Rhetorical structure Hirose (2003) Deductive vs. inductive organizational patterns L2 organization scores did not significantly correlate with L1 organization scores.”
- An Investigation of Three Chinese Students' English Writing Strategies (2007, background): “Some researchers (for example, Kaplan, 1966; Norment, 1982; Scollon, 1999) argue that it is the cultural difference that results in L2 students' rhetorical organisation problems, while others (for example, Mohan & Lo, 1985; Hirose, 2003 ) negate this claim.”