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...
| Другие авторы: | |
|---|---|
| Формат: | Электронная книга |
| Язык: | English |
| Публикация: |
Amsterdam ; Philadelphia
John Benjamins Publishing Company,
[2020]
|
| Серии: | Language learning and language teaching ;
v. 56. |
| Предметы: | |
| Online-ссылка: | EBSCOhost Перейти в каталог НБ ТГУ |
| LEADER | 06302cam a2200565 i 4500 | ||
|---|---|---|---|
| 001 | koha001013495 | ||
| 003 | OCoLC | ||
| 005 | 20250222070002.0 | ||
| 006 | m d u | ||
| 007 | cr ||||||||||| | ||
| 008 | 200825s2020 ne a ob 001 0 eng | ||
| 010 | |a 2020030907 | ||
| 035 | |a koha001013495 | ||
| 040 | |a DLC |b eng |e rda |c DLC |d OCLCO |d OCLCF |d N$T |d UKAHL |d EBLCP |d YDX | ||
| 020 | |a 9789027260581 |q electronic book | ||
| 020 | |a 9027260583 |q electronic book | ||
| 020 | |z 9789027207746 |q hardcover | ||
| 020 | |z 9789027207753 |q paperback | ||
| 042 | |a pcc | ||
| 050 | 0 | 4 | |a P53.27 |b .W73 2020 |
| 082 | 0 | 0 | |a 418.0071 |2 23 |
| 049 | |a MAIN | ||
| 245 | 0 | 0 | |a Writing and language learning |b advancing research agendas |c edited by Rosa M. Manchón. |
| 264 | 1 | |a Amsterdam ; |a Philadelphia |b John Benjamins Publishing Company, |c [2020] | |
| 300 | |a 1 online resource (vii, 432 pages) |b illustrations (chiefly color). | ||
| 490 | 1 | |a Language learning & language teaching (LL<), |x 15699471 ; |v volume 56 | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a "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)"-- |c Provided by publisher. | ||
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 588 | |a Description based on online resource; title from digital title page (viewed on November 18, 2020). | ||
| 653 | 0 | |a Language and languages |x Study and teaching |x Foreign speakers. | |
| 653 | 0 | |a Rhetoric |x Study and teaching |x Research. | |
| 653 | 0 | |a Academic writing |x Study and teaching |x Research. | |
| 653 | 0 | |a Second language acquisition |x Research. | |
| 653 | 7 | |a Language and languages |x Study and teaching |x Foreign speakers |2 fast |0 (OCoLC)fst00992232 | |
| 653 | 7 | |a Second language acquisition |x Research |2 fast |0 (OCoLC)fst01110587 | |
| 655 | 0 | |a EBSCO eBooks |9 905790 | |
| 655 | 0 | |a Electronic books. |9 899821 | |
| 655 | 4 | |a Electronic books. |9 899821 | |
| 700 | 1 | |a Manchón, Rosa, |9 911745 | |
| 830 | 0 | |a Language learning and language teaching ; |v v. 56. |9 909232 | |
| 856 | 4 | 0 | |3 EBSCOhost |u https://www.lib.tsu.ru/limit/2023/EBSCO/2658103.pdf |
| 856 | |y Перейти в каталог НБ ТГУ |u https://koha.lib.tsu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=1013495 | ||
| 910 | |a EBSCO eBooks | ||
| 999 | |c 1013495 |d 1013495 | ||
| 039 | |||