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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 9 of 9 1 Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution Crosthwaite, Peter; Storch, Neomy; Schweinberger, Martin. - : Elsevier, 2020 BASE Show details 2 Characterising postgraduate students’ corpus query and usage patterns for disciplinary data-driven learning Crosthwaite, Peter; Wong, Lillian L.C.; Cheung, Joyce. - : Cambridge University Press, 2019 BASE Show details 3 Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice Mao, Shiman Shae; Crosthwaite, Peter. - : Pergamon Press, 2019 BASE Show details 4 Definite discourse-new reference in L1 and L2: the case of L2 Mandarin Crosthwaite, Peter; Yeung, Yuk; Bai, Xuefei. - : Cambridge University Press, 2018 BASE Show details 5 Exploring rater conceptions of academic stance and engagement during group tutorial discussion assessment Crosthwaite, Peter; Boynton, Simon; Cole III, Sam. - : Elsevier, 2017 BASE Show details 6 Does EAP affect written L2 academic stance? A longitudinal learner corpus study Crosthwaite, Peter; Jiang, Kevin. - : Pergamon Press, 2017 BASE Show details 7 Writing with attitude: stance expression in learner and professional dentistry research reports Crosthwaite, Peter; Cheung, Lisa; Jiang, Feng (Kevin). - : Elsevier Ltd, 2017 BASE Show details 8 A longitudinal multidimensional analysis of EAP writing: implications for pedagogy Crosthwaite, Peter. - : Pergamon Press, 2016 BASE Show details 9 The effect of collaboration on the cohesion and coherence of L2 narrative discourse between English NS and Korean L2 English users Crosthwaite, Peter. - : English Language Education Publishing, 2011 Abstract: This research looks at differences between how native speakers of English and Korean L2 English learners manage cohesive reference maintenance, as well as the effect of scaffolded interlocutor collaboration on the coherence and cohesion of extended L2 narrative discourse. Scaffolded and unscaffolded narratives were elicited from 10 Korean learners of English as an L2 and were compared against the narratives of 5 native speakers of English, to compare the grammatical means used to maintain coherent reference to discourse referents within and across clauses, as well as to see the effect that any scaffolding had on the L2 participant s ability to maintain coherence during performance. A link was found between the coherence of NS narrative discourse and accurate use of co-referential & distant anaphoric grammatical referential devices, and the presence of scaffolding was found to increase the accuracy of non-native speakers use of these devices. The implication of these results is that scaffolding helps L2 learners to create and hold more accurate reference to discourse referents, and instances of unscaffolded narrative discourse present increased difficulty for the L2 speaker. Finally, as L2 learners have more difficulty managing accurate reference maintenance, the overall coherence of their discourse is reduced. Keyword: 1203 Language and Linguistics; 3304 Education; 3310 Linguistics and Language; Coherence; Cohesion; Discourse; Korean; Narratives; Reference URL: https://espace.library.uq.edu.au/view/UQ:675269 BASE Hide details

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