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This study investigated how two Korean EFL college students, who were taught the five-paragraph essay in their college writing classes, drew upon rhetorical resources in their writing for learning content (WLC). Using a multiple-case study design, the study examined how the students consciously manipulated all of their rhetorical resources to make meaning and used L2 writing to learn content. It also explored how they differed in their enactment of rhetorical practices and deployment of rhetorical resources in WLC. During their engagement with WLC, they developed rhetorical strategies that reflected the structure of their evolving text rather than the structure of the five-paragraph essay. Their rhetorical choices in WLC have provided invaluable insight into the rhetorical challenges they faced while writing. Overall, they produced texts that better portrayed the multiple nuances inherent in a translingual approach. An implication is that more L2 writing teachers and scholars should pay attention to the rhetorical sensibility promoted by the translingual movement.

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기사명 저자명 페이지 원문 목차
Grammar practice activities in ELT textbooks : types, order, and interrelated series Andrew Garth p. 3-28

(The) writing-to-learn dimension of L2 writing : towards rhetorical hybridity and flexibility Myung-Hye Huh p. 29-52

Resisting native-speakerism in international learning exchange between North Korean refugee students and American university students Eun-Young Jang, Eun-Yong Kim, Shin Ji Kang p. 53-78

AI-integrated mobile-assisted language learning : is it an effective way of preparing for the TOEIC test in classroom environments? Na-Young Kim p. 79-102

Getting ready for teaching in the pandemic era : action research on integrating ICT course with training and online teaching practice Yoo-Jean Lee p. 103-131

L2 learners' cognitive and behavioral engagement with written corrective feedback Ji-Hyun Park, Soojin Ahn p. 133-152

Machine translation errors and L2 learners' correction strategies by error type and English proficiency Chae Won Yoon, Yuah V. Chon p. 153-175

참고문헌 (83건) : 자료제공( 네이버학술정보 )

참고문헌 목록에 대한 테이블로 번호, 참고문헌, 국회도서관 소장유무로 구성되어 있습니다.
번호 참고문헌 국회도서관 소장유무
1 Atkinson, D., Crusan, D., Matsuda, P., Ortmeier-Hooper, C., Ruecker, T., Simpson, S., & Tardy, C. (2015). Clarifying the relationship between L2 writing and translingual writing: An open letter to writing studies editors and organization leaders. College English, 77(4), 383–386. 미소장
2 Baker, W. (2013). Interpreting the culture in intercultural rhetoric: A critical perspective from English as a lingua franca studies. In D. Belcher & G. Nelson (Eds.), Critical and corpus-based approaches to intercultural rhetoric (pp. 22–45). Ann Arbor, MI: University of Michigan Press. 미소장
3 Bawarshi, A. (2016). Beyond the genre fixation: A translingual perspective on genre. College English, 78(3), 243–249. 미소장
4 Bazerman, C., & Russell, D. R. (Eds.). (1994). Landmark essays on writing across the curriculum. Davis, CA: Hermagoras Press. 미소장
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6 Brannon, L., Courtney, J. P., Urbanski, C. P., Woodward, S. V., Reynolds, J. M., Iannone, A. E., Haag, K. D., Mach, K., Manship, L. A., & Kendrick, M. (2008). The five-paragraph essay and the deficit model of education. The English Journal, 98(2), 16–21. 미소장
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10 Canagarajah, S. (2016). Translingual writing and teacher development in composition. College English, 78(3), 265–273. 미소장
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17 Donahue, C. (2016). The “trans” in transnational-translingual: Rhetorical and linguistic flexibility as new norms. Composition Studies, 44(1), 147–150. 미소장
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19 Flores, D. R., & Aneja, G. (2017). “Why needs hiding?” Translingual (re)orientation in TESOL teacher education. Research in the Teaching of English, 51(4), 441–463. 미소장
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21 García, O., & Kleyn, T. (2016). Translanguaging with multilingual students: Learning from classroom moments. New York: Routledge. 미소장
22 Gevers, J. (2018). Translingualism revisited: Language difference and hybridity in L2 writing. Journal of Second Language Writing, 40, 73–83. 미소장
23 Gilyard, K. (2016). The rhetoric of translingualism. College English, 78(3), 284–289. 미소장
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25 Guerra, J. C. (2016). Cultivating a rhetorical sensibility in the translingual writing classroom. College English, 78(3), 228–233. 미소장
26 Hall, J. (2018). The translingual challenge: Boundary work in rhetoric & composition, second language writing, and WAC/WID. Across the Disciplines, 15(3), 28–47. 미소장
27 Harwood, N., & Hadley, G. (2004). Demystifying institutional practices: Critical pragmatism and the teaching of academic writing. English for Specific Purposes, 23(4), 355–377. 미소장
28 Hinds, J. (1990). Inductive, deductive, quasi-inductive: Expository writing in Japanese, Korean, Chinese, and Thai. In U. Connor & A. M. Johns (Eds.), Coherence in writing: Research and pedagogical perspectives (pp. 87–109). Alexandria, VA: TESOL. 미소장
29 Hinkel, E. (1997). Indirectness in L1 and L2 academic writing. Journal of Pragmatics, 27(3), 361–386. 미소장
30 Hirvela, A. (2011). Writing to learn in content areas: Research insights. In R. M. Manchón (Ed.), Learning-to-write and write-to-learn in an additional language (pp. 37–59). Amsterdam: John Benjamins. 미소장
31 Horner, B. (2017). Teaching translingual agency in iteration: Rewriting difference. In B. Horner & L. Tetrault (Eds.), Crossing divides: Exploring translingual writing pedagogies and programs (pp. 87–97). Logan, UT: Utah State University Press. 미소장
32 Horner, B. (2020). Afterword. In A. Frost, J. Kiernan & S. B. Malley (Eds.), Translingual Dispositions: Globalized approaches to the teaching of writing (pp. 295–303). Fort Collins, CO: The WAC Clearinghouse and University Press of Colorado. 미소장
33 Horner, B. (2021). Language difference, translinguality, and L2 Writing: Conflations, confusions, and the work of writing. In T. Silva & Z. Wang (Eds.), Reconciling Translingualism and Second Language Writing (pp. 55–66). New York: Routledge. 미소장
34 Horner, B., Lu, M.-Z., Royster, J. J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303–321. 미소장
35 Horner, B., NeCamp, S., & Donahue, C. (2011). Toward a multilingual composition scholarship: From English only to a translingual norm. College Composition and Communication, 63(2), 269–300. 미소장
36 Huh, M.-H., & Lee, I. (2019). A search for EFL college students’ culture-related rhetorical templates of argumentative writing. English Teaching, 74(3), 55–77. 미소장
37 Huh, M.-H., Lee, I., & Kim, J. (2020). Written academic ELF: Developing writing concepts in the new normal. English Teaching, 75(4), 57–79. 미소장
38 Huh, M.-H., Lee, I., & Kim, M. (2014). Text appropriation as foreclosure from native English-speaking teachers in EFL writing. English Teaching, 69(4), 103–122. 미소장
39 Jia, Y. (2004). Indirectness: The general preference of the Chinese in their English writing. Intercultural Communication Studies, 13(2), 1–11. 미소장
40 Johns, A. M. (2015). Moving on from genre analysis: An update and tasks for the transitional student. Journal of English for Academic Purposes, 19, 113–124. 미소장
41 Jordan, J. (2021). Future perfect tense: Kairos as a heuristic for reconciliation. In T. Silva & Z. Wang (Eds.), Reconciling Translingualism and Second Language Writing (pp. 25–37). New York: Routledge. 미소장
42 Jwa, S. (2020). Korean EFL students’ argumentative writing in L1 and L2: A comparative move analysis study. English Teaching: Practice & Critique, 19(2), 217–230. 미소장
43 Kang, S., & Oh, S. (2011). Rhetorical patterns in L1 and L2 argumentative essays of Korean EFL students. Korean Journal of Applied Linguistics, 27(2), 1–42. 미소장
44 Kaplan, R. B. (1966). Cultural thought patterns in intercultural education. Language Learning, 16(1), 1–20. 미소장
45 Kilfoil, C. B. (2015). Beyond the “foreign” language requirement: From a monolingual to a translingual ideology in rhetoric and composition graduate education. Rhetoric Review, 34(4), 426–444. 미소장
46 Kubota, R. (1998). An investigation of L1–L2 transfer in writing among Japanese university students: Implications for contrastive rhetoric. Journal of Second Language Writing, 7(1), 69–100. 미소장
47 Kubota, R. (2016). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–494. 미소장
48 Kubota, R., & Lehner, A. (2004). Toward critical contrastive rhetoric. Journal of Second Language Writing, 13(1), 7–27. 미소장
49 Lee E. (2020). Reconstructing voice: A personal journey. In S. Canagarajah (Ed.), Transnational literacy autobiographies as translingual writing (pp. 242–252). New York: Routledge. 미소장
50 Lee, E., & Canagarajah, S. (2019). The connection between transcultural dispositions and translingual practices in academic writing. Journal of Multicultural Discourses, 14(1), 14–28. 미소장
51 Lee, I. (2021). An analysis of Korean university students’ rhetorical performance of academic English argumentative essays. Unpublished doctoral dissertation. Korea University, Seoul, Korea. 미소장
52 Lee, J. W., & Jenks, C. J. (2016). Doing translingual dispositions. College Composition and Communication, 68(2), 317–344. 미소장
53 Leki, I. (1991). Twenty-five years of contrastive rhetoric: Text analysis and writing pedagogies. TESOL Quarterly, 25(1), 123–143. 미소장
54 Leki, I., & Carson, J. (1997). “Completely different worlds”: EAP and the writing experiences of ESL students in university courses. TESOL Quarterly, 31(1), 39–69. 미소장
55 Leonard, R. L. (2014). Multilingual writing as rhetorical attunement. College English, 76(3), 227–247. 미소장
56 Leonard, R. L., & Nowacek, R. S. (2016). Transfer and translingualism. College English, 78(3), 258–264. 미소장
57 Li, X. (2014). Are ‘‘Cultural differences a mere fiction’’?: Reflections and arguments on contrastive rhetoric. Journal of Second Language Writing, 25, 104–113. 미소장
58 Lorés-Sanz, R. (2018). Hybrid rhetorical structure in English sociology research article abstracts: The ambit of ELF and translation. In P. Mur-Dueñas & J. Šinkūnienė (Eds.), Intercultural perspectives on research writing (pp. 175–194). Amsterdam: John Benjamins. 미소장
59 Lu, M., & Horner, B. (2013). Translingual literacy, language difference, and matters of agency. College English, 75(6), 582–607. 미소장
60 Manchón, R. M. (2011). Situating the learning-to-write and writing-to-learn dimensions of L2 writing. In R. M. Manchón (Ed.), Learning-to-write and write-to-learn in an additional language (pp. 3–14). Amsterdam: John Benjamins. 미소장
61 Manchón, R. M., & de Haan, P. (2008). Writing in foreign language contexts: An introduction. Journal of Second Language Writing, 17(1), 1–6. 미소장
62 Matsuda, P. K. (1997). Contrastive rhetoric in context: A dynamic model of L2 writing. Journal of Second Language Writing, 6(1), 45–60. 미소장
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64 Matsuda, P. K. (2006). The myth of linguistic homogeneity in U.S. college composition. College English, 68(6), 637–651. 미소장
65 Matsuda, P. K. (2014). The lure of translingual writing. PMLA, 129(3), 478–483. 미소장
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68 Nunes, M. J. (2013). The five-paragraph essay: Its evolution and roots in theme-writing. Rhetoric Review, 32(3), 295–313. 미소장
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70 Pérez-Llantada, C. (2013). ‘Glocal’ rhetorical practices in academic writing. European Journal of English Studies, 17(3), 251–268. 미소장
71 Punyaratabandhu, D., Rush, E., Kleindl, M. J., & Wadden, P. (2017). Towards more sophisticated academic writing: Moving beyond the five-paragraph essay. In K. Kimura & J. Middlecamp (Eds.), Asian-focused ELT research and practice: Voices from the far edge (pp. 193–214). Phnom Penh, Cambodia: IDP Education (Cambodia) Ltd. 미소장
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78 Vieregge, Q. (2017). The five-paragraph essay is rhetorically sound. In C. E. Ball & D. M. Loewe (Eds.), Bad ideas about writing (pp. 209–213). Morgantown, WV: West Virginia University Libraries Digital Publishing Institute. 미소장
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81 Williams, J., & Condon, F. (2016). Translingualism in composition studies and second language writing: An uneasy alliance. TESL Canada Journal, 33(2), 1–18. 미소장
82 Yang, S. (2009). A study of the intensive in-service English teacher training program in Korea. English Teaching, 64(3), 175–194. 미소장
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