Writing and Language Learning

Digital literacies and language learning. Language Learning & Technology, 19(3), 1–7. Harklau, L. (2002). The role of writing in classroom second language acquisition. Journal of Second Language Writing, 11, ...

Author: Rosa M. Manchón

Publisher: John Benjamins Publishing Company

ISBN: 9789027260581

Category: Language Arts & Disciplines

Page: 432

View: 995

Download →

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 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).
Posted in:

Task Based Language Learning Insights from and for L2 Writing

use of 'task' and the educative use of L2 writing in the service of exploring the nature of instructed language learning. We hold that hope because we are convinced that, when writing tasks are made more central in TBLT preoccupations, ...

Author: Heidi Byrnes

Publisher: John Benjamins Publishing Company

ISBN: 9789027269713

Category: Language Arts & Disciplines

Page: 312

View: 337

Download →

The book seeks to enlarge the theoretical scope, research agenda, and practices associated with TBLT in a two-way dynamic, by exploring how insights from writing might reconfigure our understanding of tasks and, in turn, how work associated with TBLT might benefit the learning and teaching of writing. In order to enrich the domain of task and to advance the educational interests of TBLT, it adopts both a psycholinguistic and a textual meaning-making orientation. Following an issues-oriented introductory chapter, Part I of the volume explores tenets, methods, and findings in task-oriented theory and research in the context of writing; the chapters in Part II present empirical findings on task-based writing by investigating how writing tasks are implemented, how writers differentially respond to tasks, and how tasks can contribute to language development. A coda chapter summarizes the volume’s contribution and suggests directions for advancing TBLT constructs and research agendas.
Posted in:

Learning to write and Writing to learn in an Additional Language

aa a constitutes learning given that it draws the learners attention to the languagerelated problems encountered while writing, and gives them “the tools to reason with, the solutions” (Swain 2006: 106; see also Swain et al. 2009).

Author: Rosa Manchón

Publisher: John Benjamins Publishing

ISBN: 9789027213037

Category: Foreign Language Study

Page: 263

View: 838

Download →

Bridges the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. This title intends to advance our understanding of written language learning by collecting theoretical meta-reflections and empirical studies that shed light on two crucial dimensions of the theory and research in the field
Posted in:

Speaking Reading and Writing in Children With Language Learning Disabilities

The writing problems of children with language learning disabilities are not transitory difficulties that disappear quickly or easily. Our recommendations for forging this road are based on the following six principles: 1.

Author: Katharine G. Butler

Publisher: Psychology Press

ISBN: 9781135665937

Category: Education

Page: 376

View: 668

Download →

The ability to use language in more literate ways has always been a central outcome of education. Today, however, "being literate" requires more than functional literacy, the recognition of printed words as meaningful. It requires the knowledge of how to use language as a tool for analyzing, synthesizing, and integrating what is heard or read in order to arrive at new interpretations. Specialists in education, cognitive psychology, learning disabilities, communication sciences and disorders, and other fields have studied the language learning problems of school age children from their own perspectives. All have tended to emphasize either the oral language component or phonemic awareness. The major influence of phonemic awareness on learning to read and spell is well-researched, but it is not the only relevant focus for efforts in intervention and instruction. An issue is that applications are usually the products of a single discipline or profession, and few integrate an understanding of phonemic awareness with an understanding of the ways in which oral language comprehension and expression support reading, writing, and spelling. Thus, what we have learned about language remains disconnected from what we have learned about literacy; interrelationships between language and literacy are not appreciated; and educational services for students with language and learning disabilities are fragmented as a result. This unique book, a multidisciplinary collaboration, bridges research, practice, and the development of new technologies. It offers the first comprehensive and integrated overview of the multiple factors involved in language learning from late preschool through post high school that must be considered if problems are to be effectively addressed. Practitioners, researchers, and students professionally concerned with these problems will find the book an invaluable resource.
Posted in:

Studies and Essays on Learning Teaching and Assessing L2 Writing in Honour of Alister Cumming

the theoretical and empirical interest in the connection between writing and language learning ought to be traced back to Cumming's research. Thus, in the early nineties, Cumming (1990, 503), while acknowledging that “writing alone” is ...

Author: A. Mehdi Riazi

Publisher: Cambridge Scholars Publishing

ISBN: 9781527549517

Category: Language Arts & Disciplines

Page: 403

View: 207

Download →

This volume highlights some of the main issues and questions surrounding the field of second language (L2) writing, and includes 14 chapters authored by contributors from a wide variety of geographical regions including, but not limited to, North America, Europe, Australia, and Asia. The authors are all experienced L2 writing researchers, and their contributions will enhance the reader’s understanding of issues related to L2 writing. Considering the breadth and the depth of the issues raised and discussed, the book will appeal to a wide readership, including postgraduate students of Teaching English to Speakers of Other Languages (TESOL) and Applied Linguistics (AL), and both early-career and experienced TESOL/AL researchers.
Posted in:

Self regulated Learning and Second Language Writing

A sociocultural perspective on language learning strategies: The role of mediation. The Modern Language Journal, 78(4), 453–464. Englert, C. S., Mariage, T. V., & Dunsmore, K. (2006). Tenets of sociocultural theory in writing ...

Author: Lin Sophie Teng

Publisher: Springer Nature

ISBN: 9783030995201

Category: Education

Page: 221

View: 163

Download →

This monograph is to investigate practical applications and contributions of self-regulated learning (SRL) to second/foreign language (L2) writing from sociocognitive and sociocultural perspectives. It showcases a comprehensive and updated review of conceptual and methodological issues of SRL and the state-of-the-art research on its applications to L2 learning and teaching. This volume further elaborates the design and results of a large-scale project which conducts observational and intervention studies investigating SRL strategies in L2 writing. This book reveals that a cross-disciplinary understanding of SRL strategies plays a crucial role in advancing theoretical functions of SRL and in extending its applications to L2 education in general, and L2 writing in particular. This book makes significant contributions to developing and validating new conceptual frameworks and tools for evaluating multidimensional structures of SRL strategies and self-efficacy in L2 writing; elucidating the interplay of personal, behavioral, environmental and psychological factors with SRL strategies and writing performance; and presenting an effective self-regulation instructional model for nurturing L2 learners’ motivation and confidence to strategize, reflect and succeed in writing. Teng has established herself as one of the prominent scholars in the discussion of self-regulated learning strategies. Her contribution to the fields of L2 writing and strategic learning are undeniable. This monograph is an excellent showing of how her ​endeavors to bring established theories from educational psychology to applied writing research have progressed over a number of methodologically rigorous studies. It should be required reading for anyone with an interest in cultivating strategic writers not only in the Chinese context but worldwide. Nathan Thomas, UCL Institute of Education
Posted in:

Writing Instruction and Assessment for English Language Learners K 8

Learning by teaching: Selected articles on writing and teaching. Upper Montclair, NJ: Boyton/Cook. Murray, D. M. (1981). ... National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs. (2006).

Author: Susan Lenski

Publisher: Guilford Press

ISBN: 9781606236680

Category: Language Arts & Disciplines

Page: 176

View: 992

Download →

Many English language learners (ELLs) require extra support to become successful writers. This book helps teachers understand the unique needs of ELLs and promote their achievement by adapting the effective instructional methods teachers already know. Engaging and accessible, the book features standards-based lesson planning ideas, examples of student work, and 15 reproducible worksheets, rubrics, and other useful materials. It describes ways to combine instruction in core skills with ample opportunities to write and revise in different genres. Invaluable guidance is provided for assessing ELLs' writing development at different grade levels and language proficiency levels.
Posted in:

Peer Interaction and Second Language Learning

Journal of Second Language Writing, 18, 30–43. doi:10.1016/j.jslw.2008.06.002 Mackey, A. (2012). Input, interaction, and corrective feedback in L2 learning. Oxford: Oxford University Press. Malmquist, A. (2005).

Author: Masatoshi Sato

Publisher: John Benjamins Publishing Company

ISBN: 9789027267177

Category: Language Arts & Disciplines

Page: 399

View: 785

Download →

This volume represents the first collection of empirical studies focusing on peer interaction for L2 learning. These studies aim to unveil the impact of mediating variables such as task type, mode of interaction, and social relationships on learners’ interactional behaviors and language development in this unique and pedagogically powerful learning context. To examine these issues, contributors employed quantitative, qualitative, and mixed-methods designs as well as cognitive, social, and sociocognitive theoretical frameworks. The majority of the studies are classroom based and were conducted in a rich array of settings covering five continents and encompassing a wide range of learner L1s and target languages. These settings include second and foreign language classrooms from primary to university level, content-based programs, online contexts, and after-school programs. To span the divide between research and practice, each study includes a section suggesting pedagogical implications.
Posted in:

Recent Developments in Technology Enhanced and Computer Assisted Language Learning

On the other hand, not all studies were in favor of the positive effects of writing as a process approach. ... research appeared on blogs that provide many different opportunities to both teachers and language learners (Aydın, 2014).

Author: Zou, Bin

Publisher: IGI Global

ISBN: 9781799812845

Category: Education

Page: 454

View: 394

Download →

The pace at which technology changes has created unique challenges in the integration of such technologies into language teaching and learning. Innovative pedagogies and strategies must be developed that adapt to these changes and accommodate future technological changes. Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning is an essential research publication that focuses on technological influences on language education and applications of technology in language learning courses including foreign and second language learning. Featuring an array of topics such as artificial intelligence, teacher preparation, and distance learning, this book is ideal for teachers, language instructors, IT specialists, instructional designers, curriculum developers, researchers, education professionals, academicians, administrators, practitioners, and students.
Posted in: