Learning-To-Write and Writing-To-Learn in an Additional Language

✍ Scribed by Rosa M. Manchón (Editor)

• Publisher: John Benjamins Publishing Company
• Year: 2011
• Tongue: English
• Leaves: 276
• Series: Language Learning & Language Teaching (LL&LT) volume 31
• Category: Library

✦ Synopsis

This book is a pioneer attempt to bridge the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. Its ultimate aim is to advance our understanding of written language learning by compiling a collection of theoretical meta-reflections and empirical studies that shed new light on two crucial dimensions of the theory and research in the field: first, the manner in which L2 users learn to express themselves in writing (the learning-to-write dimension), and, second, the manner in which the engagement in written output practice can contribute to developing competences in an L2 (the writing-to-learn dimension). These two areas of disciplinary inquiry have up until now developed separately: the learning-to-write dimension has been the cornerstone of L2 writing research, whereas the writing-to-learn one has been theorized and researched within SLA studies, hence the relevance of the book for exploring L2 writing-SLA interfaces.

✦ Table of Contents

Cover......Page 1
Learning-to-Write and Writing-to-Learn in an Additional Language......Page 2
Editorial page......Page 3
Title page......Page 4
LCC data......Page 5
Dedication page......Page 6
Table of contents......Page 8
Preface......Page 10
Introduction......Page 14
1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing......Page 16
An overview of the content of the book......Page 19
Part I......Page 20
Part II......Page 22
Conclusion......Page 26
References......Page 27
Part I. Learning-to-write and writing-to-learn: Mapping the terrain......Page 28
2. Learning to write......Page 30
Focusing on writers......Page 31
Focusing on texts......Page 34
Focusing on readers......Page 39
Conclusion......Page 44
References......Page 45
Introduction......Page 50
Theoretical and pedagogical perspectives......Page 52
Writing and content learning research......Page 56
Conclusion......Page 68
References......Page 71
4. Writing to learn the language......Page 74
Main strands of research and theoretical frameworks informing them......Page 75
Research foci and methodology......Page 79
Main research findings......Page 83
Conclusions and implications for the future research agenda......Page 88
References......Page 91
Part II. Learning-to-write and writing-to-learn: Research insights......Page 96
Introduction......Page 98
Method......Page 101
Results......Page 104
Perceptions of writing generally......Page 106
Understandings of specific genres: Essay writing......Page 107
Understandings of specific genres: Undergraduate disciplinary writing......Page 109
Understandings of specific genres: Graduate disciplinary writing......Page 110
Discussion......Page 115
Conclusion......Page 118
References......Page 119
Appendix......Page 122
6. Writing to learn and learning to write by shuttling between languages......Page 124
The study......Page 128
Findings......Page 130
Discussion......Page 140
Pedagogical implications......Page 143
References......Page 144
7. Beyond writing as language learning or content learning......Page 146
Establishing the curricular and macro-instructional context of the writing task......Page 149
Implementing a learning-to-write and writing-to-learn pedagogy......Page 150
Source text and summary......Page 151
Jill’s summary......Page 152
Revisiting summary writing: Methodological and substantive issues......Page 156
The role of language in educative learning: Toward a meaning-based framework for L2 writing......Page 160
Implications for FL writing pedagogy and research......Page 162
References......Page 163
Introduction......Page 172
The role of form-focused feedback in second language acquisition......Page 173
Method......Page 176
Results and discussion......Page 179
Conclusion......Page 190
References......Page 191
Introduction......Page 194
Method......Page 198
Results and discussion......Page 202
Implications and suggestions for further research......Page 212
References......Page 215
10. Exploring the learning potential of writing development in heritage language education......Page 222
Method......Page 225
Results and discussion......Page 227
Summary and implications......Page 241
References......Page 242
Conclusion......Page 248
Introduction......Page 250
Different views of L2 writing, different disciplinary attunements......Page 251
Locating professional and contextual influences for LW, WLC, and WLL......Page 254
Misalignments......Page 255
Synergies and interfaces among the three views......Page 257
Authenticity and needs......Page 258
Complicating the picture: Writerly selves......Page 260
Future questions for the study of learning to write and writing to learn......Page 262
References......Page 263
Contributors’ biodata......Page 264
Author index......Page 268
Thematic index......Page 272