Chapter 5. Learning to write in a second language
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Ilona Leki
Abstract
This chapter reports on empirical research intended to gauge the type, extent, and source of genre knowledge of international students newly arrived at an English medium university and to trace these students’ reliance on and evolving assumptions about those genres and about the constraints and affordances of the novel genres they face. Data for the study came from surveys and text-based interviews. Results suggest that English as a Foreign Language (EFL) students have experience with and understanding of a wide range of genres in English and are able to adapt to new genre demands flexibly. Key issues include how and what knowledge is transferred, or not, to these new settings and how learning to write intersects with writing to learn.
Abstract
This chapter reports on empirical research intended to gauge the type, extent, and source of genre knowledge of international students newly arrived at an English medium university and to trace these students’ reliance on and evolving assumptions about those genres and about the constraints and affordances of the novel genres they face. Data for the study came from surveys and text-based interviews. Results suggest that English as a Foreign Language (EFL) students have experience with and understanding of a wide range of genres in English and are able to adapt to new genre demands flexibly. Key issues include how and what knowledge is transferred, or not, to these new settings and how learning to write intersects with writing to learn.
Chapters in this book
- Prelim pages i
- Table of contents v
- Preface ix
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Introduction
- Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing 3
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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
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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
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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
Chapters in this book
- 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
