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Writing and language learning : advancing research agendas /
"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...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2020]
|
| Colección: | Language learning and language teaching ;
v. 56. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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
- 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
- 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
- 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