Chapter 4. Writing to learn the language
-
Rosa M. Manchón
Abstract
This chapter offers an overview of several strands of existing research addressing various aspects of L2 writing and SLA so as to be able to trace signs, both overtly provided by the authors or implicitly emerging from their arguments, of a shared interest in what I call the language learning potential of writing. I review theoretical frameworks informing this body of research, the most prominent themes investigated, and its main research methodology characteristics. Key findings of the studies reviewed are then synthesized and critically discussed from the perspective of the light they shed on the relationship between written output practice and second language development. The chapter concludes with a call for research into the writing-to-learn the language dimension of L2 writing.
Abstract
This chapter offers an overview of several strands of existing research addressing various aspects of L2 writing and SLA so as to be able to trace signs, both overtly provided by the authors or implicitly emerging from their arguments, of a shared interest in what I call the language learning potential of writing. I review theoretical frameworks informing this body of research, the most prominent themes investigated, and its main research methodology characteristics. Key findings of the studies reviewed are then synthesized and critically discussed from the perspective of the light they shed on the relationship between written output practice and second language development. The chapter concludes with a call for research into the writing-to-learn the language dimension of L2 writing.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Preface ix
-
Introduction
- Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing 3
-
Part I. Learning-to-write and writing-to-learn
- Chapter 2. Learning to write 17
- Chapter 3. Writing to learn in content areas 37
- Chapter 4. Writing to learn the language 61
-
Part II. Learning-to-write and writing-to-learn
- Chapter 5. Learning to write in a second language 85
- Chapter 6. Writing to learn and learning to write by shuttling between languages 111
- Chapter 7. Beyond writing as language learning or content learning 133
- Chapter 8. The language learning potential of form-focused feedback on writing 159
- Chapter 9. Writing to learn in FL contexts 181
- Chapter 10. Exploring the learning potential of writing development in heritage language education 209
-
Conclusion
- Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing 237
- Contributors’ biodata 251
- Authors index 255
- Thematic index 259
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Preface ix
-
Introduction
- Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing 3
-
Part I. Learning-to-write and writing-to-learn
- Chapter 2. Learning to write 17
- Chapter 3. Writing to learn in content areas 37
- Chapter 4. Writing to learn the language 61
-
Part II. Learning-to-write and writing-to-learn
- Chapter 5. Learning to write in a second language 85
- Chapter 6. Writing to learn and learning to write by shuttling between languages 111
- Chapter 7. Beyond writing as language learning or content learning 133
- Chapter 8. The language learning potential of form-focused feedback on writing 159
- Chapter 9. Writing to learn in FL contexts 181
- Chapter 10. Exploring the learning potential of writing development in heritage language education 209
-
Conclusion
- Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing 237
- Contributors’ biodata 251
- Authors index 255
- Thematic index 259
