A study of the practices of EL1 and EL2 students in reporting information from sources in a timed writing proficiency assessment.

摘要

This study examined the referencing practices of students for whom English is a first language (EL1) or a second language (EL2) as they included material from a 1040 word reading in a short essay in a timed writing assessment. I asked: (1) Do EL1 and EL2 students differ in their actual uses of a reading prompt in their essays? (2) Do their perceptions of how they used the reading prompt differ? I examined 96 EL1 and 29 EL2 written scripts, and 27 EL1 and 14 EL2 interview tapescripts. The written scripts were analyzed with a reading reference grid and through a qualitative text analysis. The grid included 16 categories of reported speech derived from Bakhtin and Volosinov's (1929/1973) distinction between linear and pictorial modes of incorporating ideas and direct, indirect, quasi-direct and quasi-indirect methods of presenting them.; I found significant correlations between most types of bounded and documented references within the EL1 group, but no corresponding correlations for the EL2 group. EL2 students grouped by length of time in Canadian schools differed in their uses of referencing techniques. Several significant correlations between different types of partial bounding (separating references from the writer's ideas) and documenting (signifying ownership of ideas) strategies were found within the EL1 and EL2 populations. Both groups produced similar partial referencing errors: pictorial representations of ideas; patchwriting; mixed referencing and confusion between paraphrases and quotes. I found no significant differences between EL1 and EL2 students' uses of bounding and documenting strategies when frequency of references was controlled for length of texts.; Interviews confirmed that many EL1 and EL2 students partially understood the need for bounding and documenting references; confused paraphrases and quotations; and believed a reader of their texts could determine ownership of ideas without specific rhetorical clarification. Writing proficiency rating scales need to measure and report more precisely students' referencing methods. Teaching strategies should develop students' critical distancing skills in reading to foster consistent and appropriate referencing practices. Future research should compare the referencing practices of EL2 students who have studied in Canadian schools for different lengths of time and in various writing contexts.