演題：Exploring Cognitive Writing Processes and Behaviours Through Mixed Methods
問い合せ先： 早稲田大学教育・総合科学学術院 原田哲男
by Dr. Andrea Révész
UCL Institute of Education (IOE)
Centre for Applied Linguistics
Senior Lecturer in Applied Linguistics and TESOL
Title: Exploring Cognitive Writing Processes and Behaviours Through Mixed Methods
Time/Date: 17:00-18:30, Thursday, June 21, 2018
Venue: Room 705, Building #16, Waseda University (Waseda Campus)
Language: The talk will be given in English.
Transportation & Campus Map: https://www.waseda.jp/top/access/waseda-campus
Contact Info: Tetsuo Harada, School of Education, Waseda University
The end products of writing tasks have been the object of a considerable amount of research in the areas of second language (L2) acquisition and assessment. However, relatively less empirical research exists that examines the cognitive processes and behaviours in which L2 writers engage. In this talk, drawing on my and colleagues’ recent work, I will discuss and demonstrate how triangulating various data sources - eye-movement recordings, online keystroke logs, and comments from retrospective stimulated recall - may help explore cognitive writing processes and behaviours. I will argue that the combination of behavioural and verbal protocol data enables researchers to arrive at more valid conclusions about the nature of the L2 writing process and more sound implications for teaching and assessing L2 writing.
Andrea Révész is an associate professor in applied linguistics at the UCL Institute of Education, University College London. Her main research interests lie at the interfaces of second language acquisition, instruction and assessment, with particular emphases on the roles of task, input, interaction, and individual differences in SLA. Currently, she is also working on projects investigating the cognitive processes underlying second language writing, speaking and reading performance. Her work has appeared in international journals such as Applied Linguistics, Applied Psycholinguistics, Language Learning, Studies in Second Language Acquisition, TESOL Quarterly, and The Modern Language Journal. She serves as associate editor of the journal Studies in Second Language Acquisition and is Vice-President of the International Association for Task-based Language Teaching (TBLT). She was the winner of the 2017 Best Research Article Award given by the International Association for Task-based Language Teaching (with Monika Ekiert & Eivind Torgersen), and is the recipient of the 2018 TESOL Award for Distinguished Research (with Laura Gurzynski-Weiss).