Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/90333
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dc.contributorDepartment of Chinese and Bilingual Studiesen_US
dc.creatorCheong, CMen_US
dc.creatorZhu, Xen_US
dc.creatorLi, GYen_US
dc.creatorWen, Hen_US
dc.date.accessioned2021-06-16T06:36:03Z-
dc.date.available2021-06-16T06:36:03Z-
dc.identifier.issn1060-3743en_US
dc.identifier.urihttp://hdl.handle.net/10397/90333-
dc.language.isoenen_US
dc.publisherElsevier Ltden_US
dc.rights© 2019 Elsevier Inc. All rights reserved.en_US
dc.rights© 2019. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/en_US
dc.subjectCross-language transferen_US
dc.subjectDiscourse synthesisen_US
dc.subjectIntegrated writingen_US
dc.subjectIntertextual processingen_US
dc.subjectMultiple-text comprehensionen_US
dc.titleEffects of intertextual processing on L2 integrated writingen_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.spage63en_US
dc.identifier.epage75en_US
dc.identifier.volume44en_US
dc.identifier.doi10.1016/j.jslw.2019.03.004en_US
dcterms.abstractThis study explored the effects of intertextual processing on integrated writing. A strategy inventory for discourse synthesis, an intertextual inference verification task examining multiple-text comprehension in Chinese (the students’ first language, L1) and English (their second language, L2) and integrated writing tasks in both L1 and L2 were administered to students in four secondary schools in Hong Kong. The results of structural equation modelling analyses showed that discourse synthesis strategies and multiple-text comprehension were significant predictors of integrated writing performance in both L1 and L2 settings. Transferability of integrated writing competence and multiple-text comprehension between the L1 and L2 was also observed, substantiating the significance of L1 integrated writing and multiple-text comprehension to the development of L2 integrated writing. This study thus helps to establish a causal relationship between discourse synthesis, multiple-text comprehension, and integrated writing, an area that has been neglected in prior research. Several theoretical and pedagogical implications are discussed.en_US
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitationJournal of second language writing, June 2019, v. 44, p. 63- 75en_US
dcterms.isPartOfJournal of second language writingen_US
dcterms.issued2019-06-
dc.identifier.scopus2-s2.0-85063933445-
dc.identifier.eissn1873-1422en_US
dc.description.validate202106 bcwhen_US
dc.description.oaAccepted Manuscripten_US
dc.identifier.FolderNumbera0934-n06-
dc.identifier.SubFormID2166-
dc.description.fundingSourceSelf-fundeden_US
dc.description.pubStatusPublisheden_US
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