Raising learner awareness of L2 writing spaces: supporting researchers, teachers, and learners through system mapping

Abstract

This work examines how system mapping, an established exploratory and analytic technique grounded in complex dynamic systems theory, can operate as a heuristic to increase learners’ language awareness (LA) and develop their L2 writing proficiency. Accordingly, this study addresses repeated calls in the instructed SLA literature for effective research methods that directly serve learners at the point of enquiry. That is, although related research often foregrounds learners and pedagogy rather than theoretical abstraction, questions remain about how participants benefit at the time data are collected. To explore this concern, this work engaged system mapping through a LA pedagogy and followed two intact university classes (one using system mapping, and one not: N = 30) over one semester. Comparative quantitative and qualitative analyses of learners’ narrative reflections and academic essay writing highlighted that system mapping facilitates the raising of ­learners’ LA in service of developing their writing. This work demonstrates how system mapping capitalizes on learning theories that support image-schematic interventions and underscores how system mapping engages with and advances LA pedagogy in service of researchers, instructors, and students alike.

PLAIN LANGUAGE SUMMARY

Studies on second language (L2) learning often focus on theory or fine-tuning teaching practice. However, the research tools employed (e.g. classroom observations or fill-in-the-blank tasks) sometimes offer little benefit for student participants. Accordingly, researchers have repeatedly called for new exploratory techniques that help students improve their L2 while they are being investigated. To address this concern, the present study explores the potential of system mapping—a research tool typically reserved for investigating how L2 learning unfolds—as a teaching instrument. This work examines the following questions: Can system mapping increase learners’ awareness of the different ways language works as a communicative tool? If so, will increasing learners’ awareness result in students becoming stronger writers? To answer these questions, this study followed two university classes for one semester (one that used system mapping as a teaching tool and one that did not). To explore differences between the two groups, writing assignments from both classes were collected in the first and last week of the semester, and language awareness measures were collected three times during the term. The dataset was compared across the two groups using statistical and non-statistical analyses. The findings show that system mapping helps students better understand how language works, and that such insights translate positively onto students’ writing. Collectively, these findings demonstrate that system mapping can (1) raise students’ language awareness in service of L2 writing and (2) act as an effective tool for learners, instructors, and researchers alike.

ABSTRACT (日本語; JAPANESE)

この研究では、複雑動的システム理論に基づいて確立された探索的および分析的手法であるシステム・マッピングが、学習者の言語認識を高め、L2ライティング能力を向上させる発見的問題解決法としてどのように機能するかを検証する。したがって、この研究では、研究の時点で学習者に直接役立つ効果的な調査方法を求め、関連するSLA文献で繰り返し求められている問いを解決するようつとめる。その問いとは、関連研究では理論的な抽象化よりも学習者やペダゴジーを前面に打ち出すことが多いものの、データ収集時に参与者がどのようなメリットを得られるかについては疑問が残るというものである。この疑問に答えるため、この研究では言語認識ペダゴジーを通じてシステム・マッピングを利用し、1学期にわたり2つの大学のクラス (システム ・マッピングを使用するクラスと使用しないクラス: N = 30) を調査した。学習者自身による振り返りとアカデミック・エッセイ・ライティングを量的および質的に比較分析した結果、システム・マッピングが学習者の文章力の向上に役立つ言語認識を高めることが明らかになった。この研究は、システム・マッピングがいかにイメージスキーマの介入をサポートする学習理論を活用しているかを実証する。また研究者、指導者、学生に役立つように、システム・マッピングが言語認識ペダゴジーとどのように関わり、それをどのように進歩させるかを強調する。

Keywords:

• Language awareness
• system mapping
• L2 writing
• image-schematic structures
• visual cues

Disclosure statement

The author reports that there are no competing interests to declare.

Additional information

Notes on contributors

Gary G. Fogal

Gary Fogal is an associate professor of Applied English Language and Linguistics at Sophia University, Japan. His primary research engages a complex dynamic systems theory account of L2 writing development. He has recently co-edited a collection of studies on this topic. His research interests also explore the utility of literary texts for developing L2 proficiency. His recent publications appear in Journal of Second Language Writing, International Review of Applied Linguistics, and Applied Linguistics.