The relationship between L2 students’ writing experiences and their perceived poetry writing ability

Main Article Content

Fang-Yu Liao

Abstract

This paper looks at how L2 students’ writing experiences relate to the way they think they can write poems and to further investigate if any types of writing experiences contribute to their perceived poetry writing ability. The paper starts by bringing up the value of introducing poetry writing to L2 students. Then, the literature review section highlights the characteristics of L2 poetry and the values of writing poetry in L2 writing classrooms. For the methodology, semi-structured interviews were used to elicit the participants’ understanding of their writing experiences. Additionally, a rating scale was used for the participants to identify their perceived capability of writing poetry. All 18 participants who were from regions that included countries from Eastern Asia, Middle East, or Africa, were L2 students from an M.A. TESOL program located in the USA. Through a hierarchical cluster analysis, the findings categorized these students as having five different types of writing experiences. Through a Pearson correlation test, the researcher also examined if any of the specific writing experiences were found to correspond either positively or negatively with the perceived poetry writing ability. The data suggest that if students recall more grammar and structured writing experiences, they are more inclined to perceive that they have a lower perceived poetry writing ability. Finally, the study seeks to contribute to educators’ understanding about the potential of poetry writing instruction in L2 writing classrooms. It can trigger the exploration for L2 students to find their own personal purposes of writing as multilingual writers.

Downloads

Download data is not yet available.

Article Details

How to Cite
Liao, F.-Y. (2017). The relationship between L2 students’ writing experiences and their perceived poetry writing ability. Studies in Second Language Learning and Teaching, 7(4), 619-647. https://doi.org/10.14746/ssllt.2017.7.4.4
Section
Articles
Author Biography

Fang-Yu Liao, Indiana University of Pennsylvania

f.liao@iup.edu

Fang-Yu Liao is a PhD candidate in composition and TESOL at Indiana University of Pennsylvania (IUP), USA. She graduated from the MA TESOL program at IUP in 2012. Currently, she is teaching liberal arts English composition courses at IUP as a teaching associate while working on her dissertation about professional development in L2 creative writing pedagogy. Besides that, her research interests are L2 poetry writing, multilingual writing, and translingual pedagogy.

References

  1. Bomer, R. (1995). Time for meaning. Portsmouth, NH: Heinemann.
  2. Bilton, L., & Sivasubramaniam, S. (2009). An inquiry into expressive writing: A classroom-based study. Language Teaching Research, 13(3), 301-320.
  3. Cahnmann-Taylor, M., Zhang, K., Bleyle, S., & Hwang, Y. (2015). “Searching for an entrance” and finding a two-way door: Using poetry to create east-west contact zones in TESOL teacher education. International Journal of Education & the Arts, 16(21), 1-29.
  4. Cahnmann-Taylor, M., Bleyle, S., Hwang, Y., & Zhang, K. (2017). Teaching poetry in TESOL teacher education: Heightened attention to language as well as to cultural and political critique through poetry writing. TESOL Journal, 8(1), 70-101.
  5. Chamcharatsri, P. (2009). Second language writers and creative writing. TESOL, 4(2). Retrieved from http://www.tesol.org/s_tesol/sec_issue.asp?nid=4116&iid=12800&sid=1
  6. Chamcharatsri, P. B. (2013). Poetry writing to express love in Thailand in English: A second language (L2) writing perspective. International Journal of Innovation in English Language, 2(2), 141-157.
  7. Dai, F. (2010). English-language creative writing in mainland China. World Englishes, 29, 546-556.
  8. Fernsten, L. (2008). Writer identity and ESL learners. Journal of Adolescent & Adult Literacy, 52(1), 44-52.
  9. Garvin, R. T. (2013). Researching Chinese history and culture through poetry writing in an EFL composition class. L2 Journal, 5(1), 76-94.
  10. Hanauer, D. (2004). Poetry and the meaning of life. Toronto: Pippin.
  11. Hanauer, D. (2010). Poetry as research. Philadelphia: John Benjamins.
  12. Hanauer, D. (2011a). The scientific study of poetic writing. Scientific Study of Literature, 1(1), 79-87.
  13. Hanauer, D. I. (2011b). Meaningful literacy: Writing poetry in the language classroom. Language Teaching, 45(1), 105-115.
  14. Hanauer, D. I. (2014). Appreciating the beauty of second language poetry writing. In D. Disney (Ed.), Exploring second language creative writing: Beyond babel (pp. 11-22). Philadelphia, PA: John Benjamins.
  15. Hanauer, D. I. (2015). Measuring voice in poetry written by second language learners. Written Communication, 32(1), 66-86. doi: 10.1177/0741088314563023
  16. Iida, A. (2008). Poetry writing as expressive pedagogy in an EFL context: Identifying possible assessment tools for haiku poetry in EFL freshman college writing. Assessing Writing, 13, 171-179.
  17. Iida, A. (2010). Developing voice by composing haiku: A social-expressivist framework for teaching haiku writing in EFL contexts. English Teaching Forum, 48(1), 28-34.
  18. Iida, A. (2012a). The value of poetry writing: Cross-genre literacy development in a second language. Scientific Study of Literature, 2(1), 60-82.
  19. Iida, A. (2012b). Writing haiku in a second language: Perceptions, attitudes, and emotions of second language learners. Sino-US English Teaching, 9(9), 1472-1485.
  20. Kramsch, C. (2003). The privilege of the nonnative speaker. In C. Blythe (Eds.), The sociolinguistics of foreign language classrooms: Contributions of the native, the near-native and the non-native speaker (pp. 252-261). Boston: Heinle.
  21. Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(3), 307-322.
  22. Liao, F. (2016). Identities in an ESL poetry book: A case study of one Chinese student. The Journal of Literature in Language Teaching, 5(1), 45-61.
  23. Matsuda, P. K. (2001). Voice in Japanese written discourse: Implications for second language writing. Journal of Second Language Writing, 10, 35-53.
  24. McKay, S. (2009). Teaching English as an international language. New York: Oxford University Press.
  25. Ostrow, J., & Chang, L. C. N. (2012). I’m a poet? International doctoral students at a U.S. university participate in a creative writing workshop. TESOL Journal, 3(1), 48-64.
  26. Pennycook, A. (1996). Borrowing other’s words: Text, ownership, memory, and plagiarism. TESOL Quarterly, 30(2), 201-230.
  27. Raimes, A. (1991). Out of the woods: Emerging traditions in the teaching of writing. TESOL Quarterly, 25(3), 407-430.
  28. Schultz, J. M. (2001). Toward a pedagogy of creative writing in a foreign language. In G. Brauer (Ed.), Pedagogy of language learning in higher education: An introduction (pp. 93-108). Westport, CT: Ablex.
  29. Tin, T. (2010). Language creativity and co-emergence of form and meaning in creative writing tasks. Applied Linguistics, 31(5), 1-22.
  30. Yim, O., & Ramdeen, K. T. (2015). Hierarchical cluster analysis: Comparison of three linkage measures and application to psychological data. The Quantitative Methods for Psychology, 22(1), 8-21.