1 option
Writing and language learning : advancing research agendas / edited by Rosa M. Manchón.
- Format:
- Book
- Series:
- Language learning and language teaching ; v. 56.
- Language learning & language teaching (LL<), 15699471 ; volume 56
- Language:
- English
- Subjects (All):
- Language and languages--Study and teaching.
- Language and languages.
- Rhetoric--Study and teaching--Research.
- Rhetoric.
- Academic writing--Study and teaching--Research.
- Academic writing.
- Second language acquisition--Research.
- Second language acquisition.
- Academic writing--Study and teaching.
- Research.
- Rhetoric--Study and teaching.
- Language and languages--Study and teaching--Foreign speakers.
- Physical Description:
- 1 online resource (vii, 432 pages) : illustrations (chiefly color).
- Place of Publication:
- Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2020]
- System Details:
- text file
- Contents:
- Intro
- Writing and Language Learning
- Editorial page
- Title page
- Copyright page
- Table of contents
- Introduction
- Chapter 1. Writing and language learning: Looking back and moving forward
- Looking back: A synthetic review of key developments in theory and research on writing and language learning
- Cumming's pioneering work: A writing perspective
- Linda Harklau's contribution: An instructed SLA perspective
- Manchón and Roca de Larios's contribution: A problem-solving, L2-writing, SLA perspective
- Subsequent collective initiatives to drive theory and research forward
- Empirical developments on writing as language learning: A synthetic overview
- Moving forward in research agendas on writing and language learning: The present book
- Theory
- Empirical developments
- Future avenues
- Closing commentary
- References
- Part I. Advances in theoretical perspectives
- Chapter 2. L2 writing and L2 learning: Transfer, self-regulation, and identities
- Transfer of knowledge and skills
- L2 learning while composing
- Identities in discourse communities
- Ten claims and relevant theories of learning
- Behaviorist theories of learning
- Cognitive theories of learning
- Sociocultural theories of learning
- Complexity theories of learning
- Summary thoughts
- Chapter 3. A dual-process model of L1 writing processes: Implications for L2 writing research agendas on processing and language development
- Writing as problem solving
- Dual process model of writing in L1
- The knowledge-transforming process
- The knowledge-constituting process
- The two processes in combination
- Evidence for the dual process model
- Keystroke studies of text production
- Drafting strategies
- Implications for L2 writing research and language development
- Conclusion
- Chapter 4. Toward an agenda for researching L2 writing and language learning: The educational context of development
- Theorizing writing as textual meaning-making
- Linking processing and meaning-oriented approaches to compositional writing
- In search of the uniqueness of writing as embodied thinking with language: Emig and Vygotsky
- Toward a textual meaning-oriented inquiry for L2 composing
- Toward researching the L2 writer as textual meaning-maker
- Foregrounding the pivotal role of the educational context
- Exploring educational dimensions of writing development
- Affirming the long-term nature of developing written literacy
- Privileging an extended curricular framework for researching the writing-language learning interface
- Concluding reflections
- Chapter 5. L2 writing-to-learn: Theory, research, and a curricular approach
- Writing in the L2 curriculum
- Theoretical underpinnings for WCF
- Schmidt's Noticing Hypothesis
- Swain's Output Hypothesis
- Skill Acquisition Theory
- Notes:
- Includes bibliographical references and index.
- Electronic reproduction. Amsterdam, Netherlands Available via World Wide Web.
- Description based on online resource; title from digital title page (viewed on November 18, 2020).
- Other Format:
- Print version: Writing and language learning
- ISBN:
- 9789027260581
- 9027260583
- Publisher Number:
- 40030191516
- Access Restriction:
- Restricted for use by site license.
The Penn Libraries is committed to describing library materials using current, accurate, and responsible language. If you discover outdated or inaccurate language, please fill out this feedback form to report it and suggest alternative language.