DOI

10.17077/etd.fwlapp2i

Document Type

Dissertation

Date of Degree

Summer 2018

Access Restrictions

Access restricted until 08/31/2020

Degree Name

PhD (Doctor of Philosophy)

Degree In

Second Language Acquisition

First Advisor

Judith E. Liskin-Gasparro

Second Advisor

Carol Severino

First Committee Member

Sue E. Otto

Second Committee Member

Lia Plakans

Third Committee Member

Pamela Wesely

Abstract

This naturalistic exploratory multiple case study of the academic writing activity of L2 writers enrolled in an introductory Spanish literature course reveals the complex dynamicity of intertextual activity and L2 development.

The writing tasks, designed for communicative practice rather than for mastery of a genre, required students to upload Microsoft Word documents to the learning management software’s dropbox, thus necessitating their engagement with multiple digitally mediated resources. Participants completed the assignment outside of class in a computer lab, where data were collected, including observational field notes, screen recordings, and stimulated recall, and semi-structured interviews about the participants’ use and perception of digital resources.

Findings show that these students employed many strategies with a variety of resources, including online dictionaries, translators, and original and translated texts, when experiencing a lexical gap while writing. A close examination of second language writers’ intertextual engagement with the affordances provided by these digitally mediated resources through an analytical frame informed by dynamic systems theory (Larsen-Freeman & Cameron, 2008a) reveals idiosyncratic use and evidence of emergent word and strategy learning. Pedagogical implications, including the need to start where students are, are discussed.

Keywords

Complexity Theory, Digital Literacies, Dynamic Systems Theory, Foreign Language Learning, Second Language Writing, Vocabulary Learning

Pages

xv, 495 pages

Bibliography

Includes bibliographical references (pages 451-467).

Comments

This thesis has been optimized for improved web viewing. If you require the original version, contact the University Archives at the University of Iowa: http://www.lib.uiowa.edu/sc/contact/

Copyright

Copyright © 2018 Elizabeth Dryman Deifell

Available for download on Monday, August 31, 2020

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