| Description |
1 online resource (vii, 432 pages) : illustrations (chiefly color). |
|
text file |
| Series |
Language learning & language teaching (LL & LT),
1569-9471 ;
volume 56
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Language learning and language teaching ; v. 56.
|
| Bibliography |
Includes bibliographical references and index. |
| Summary |
"The current volume aspires to add to previous research on the connection between writing and language learning from a dual perspective: It seeks to reflect current progress in the domain as well as to foster future developments in theory and research. The theoretical postulations contained in Part I identify and expand in novel ways the diverse lenses through which the varied, multi-faceted dimensions of the connection between writing and language learning can be explored. The methodological reflections put forward in Part III signal to theoretically-grounded and pedagogically-relevant paths along which future empirical work can grow. The empirical studies reported in Part II illuminate the myriad of individual, educational, and task-related variables that (may) mediate short-term and long-term language learning outcomes. These studies examine diverse forms of writing, performed in varied environments (including pen-and-paper and digital writing), conditions (writing individually and/or collaboratively), and instructional settings (academic settings - including secondary school and college level institutions - as well as out-of-school contexts)"-- Provided by publisher |
| 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 |
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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 |
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Cognitive theories of learning -- Sociocultural theories of learning -- Complexity theories of learning -- Summary thoughts -- References -- 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 |
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Implications for L2 writing research and language development -- Conclusion -- References -- Chapter 4. Toward an agenda for researching L2 writing and language learning: The educational context of development -- Introduction -- 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 |
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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 -- References -- Chapter 5. L2 writing-to-learn: Theory, research, and a curricular approach -- Introduction -- Writing in the L2 curriculum -- Theoretical underpinnings for WCF -- Schmidt's Noticing Hypothesis -- Swain's Output Hypothesis -- Skill Acquisition Theory |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Language and languages -- Study and teaching.
|
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Language and languages -- Study and teaching. |
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Rhetoric -- Study and teaching -- Research.
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Rhetoric -- Study and teaching. |
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Research. |
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Academic writing -- Study and teaching -- Research.
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Academic writing -- Study and teaching. |
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Second language acquisition -- Research.
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Second language acquisition -- Research. |
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Second language acquisition. |
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Language and languages -- Study and teaching -- Foreign speakers. |
| Genre/Form |
Electronic books.
|
| Added Author |
Manchón, Rosa, editor.
|
| Other Form: |
Print version: Writing and language learning. Amsterdam ; Philadelphia : John Benjamins Publishing Company, 2020 9789027207746 (DLC) 2020030906 |
| ISBN |
9789027260581 (electronic book) |
|
9027260583 (electronic book) |
|
9789027207746 (hardcover) |
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9789027207753 (paperback) |
