Abstract This pilot study applies the three tenets of intercultural rhetoric (i.e., texts must be studied in context; culture is complex and dynamic; written discourse encounters necessitate negotiation and accommodation) to an investigation of the translingual practices of four post-graduate-level second language (L2) writers of English. By using stimulated recall to probe the participants’ awareness and use of L1 and L2 academic conventions in the writing process, we were able to identify the negotiation strategies they employed and to understand the linguistic or cultural factors that influenced those choices. Our findings revealed that participants’ translingual negotiations varied, depending on their level of proficiency in English, field of study, and experience writing academically in both their L1 and L2. Participants also tended to frame discussions of their academic writing in terms of both large, national cultures and small, disciplinary or classroom-based ones. Finally, this study illustrates how inquiries that highlight the social contexts and complexities of cross-cultural comparisons can be useful in operationalizing translingual concepts and developing evidence-based pedagogy for L2 writing.

中文翻译：

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使用跨文化修辞来考察研究生英语二语写作者的跨语言实践

摘要 本试点研究应用跨文化修辞的三个原则（即文本必须在语境中研究；文化是复杂而动态的；书面语篇遭遇需要谈判和适应）对四名研究生水平的二年级学生的跨语言实践进行调查。英语语言 (L2) 作家。通过使用刺激回忆来探究参与者在写作过程中对 L1 和 L2 学术惯例的认识和使用，我们能够确定他们采用的谈判策略，并了解影响这些选择的语言或文化因素。我们的研究结果表明，参与者的跨语言谈判各不相同，这取决于他们的英语熟练程度、研究领域以及 L1 和 L2 的学术写作经验。参与者还倾向于根据大的、民族的文化和小的、学科或基于课堂的文化来讨论他们的学术写作。最后，本研究说明了强调跨文化比较的社会背景和复杂性的调查如何有助于实施跨语言概念和开发基于证据的 L2 写作教学法。