Training multilingual writing strategies in higher education: multilingual approaches to writing-to-learn in discipline-specific courses
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| Format: | Abschlussarbeit Buch |
| Sprache: | English |
| Veröffentlicht: |
Berlin
Peter Lang
[2022]
|
| Ausgabe: | 1. Auflage |
| Schriftenreihe: | Textproduktion und Medium
volume 20 |
| Schlagworte: | |
| Online-Zugang: | Inhaltstext Inhaltsverzeichnis Inhaltsverzeichnis |
| Beschreibung: | 348 Seiten 64 Illustrationen 21 cm x 14.8 cm, 524 g |
| ISBN: | 9783631862971 3631862970 |
Internformat
MARC
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| 100 | 1 | |a Machura, Ina Alexandra |e Verfasser |0 (DE-588)1252489129 |4 aut | |
| 245 | 1 | 0 | |a Training multilingual writing strategies in higher education |b multilingual approaches to writing-to-learn in discipline-specific courses |c Ina Alexandra Machura |
| 250 | |a 1. Auflage | ||
| 264 | 1 | |a Berlin |b Peter Lang |c [2022] | |
| 264 | 4 | |c © 2022 | |
| 300 | |a 348 Seiten |b 64 Illustrationen |c 21 cm x 14.8 cm, 524 g | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 1 | |a Textproduktion und Medium |v volume 20 | |
| 502 | |b Dissertation |c Justus-Liebig-Universität Gießen |d 2020 | ||
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| 650 | 0 | 7 | |a Mehrsprachigkeit |0 (DE-588)4038403-2 |2 gnd |9 rswk-swf |
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| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe, PDF |z 978-3-631-87045-7 |
| 776 | 0 | 8 | |i Erscheint auch als |n Online-Ausgabe, EPUB |z 978-3-631-87046-4 |
| 830 | 0 | |a Textproduktion und Medium |v volume 20 |w (DE-604)BV011534936 |9 20 | |
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| 999 | |a oai:aleph.bib-bvb.de:BVB01-033789441 | ||
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Datensatz im Suchindex
| _version_ | 1804184319845990400 |
|---|---|
| adam_text | LIST
OF
FIGURES
.............................................................................................
13
LIST
OF
TABLES
...............................................................................................
15
LIST
OF
ABBREVIATIONS
...............................................................................
17
1
INTRODUCTION
AND
OBJECTIVES
.............................................................
19
2
WRITING
AS
AN
EPISTEMIC
TOOL
.............................................................
31
2.1
REMARKS:
RESEARCHING
WRITING
AS
AN
EPISTEMIC
TOOL
.............................
34
2.1.1
EXAMPLE:
REPORTING
WILEY
AND
VOSS
(1999)
.................................
35
2.1.2
EXAMPLE:
FEEDBACK
AND
ASSESSMENT
IN
RESEARCH
DESIGNS
.............
41
2.2
SIMILARITIES
BETWEEN
WRITING
AND
LEARNING
.............................................
43
2.3
WRITING
IN
ACCORDANCE
WITH
GENRE
CONVENTIONS
....................................
44
2.4
WRITING
AS
PROBLEM-SOLVING
....................................................................
45
2.5
WRITING
AS
DISCOVERY
................................................................................
47
2.6
WRITING
AS
A
TOOL
FOR
FOSTERING
METACOGNITIVE
AWARENESS
.....................
49
2.7
EMPIRICAL
ASSESSMENT
OF
POSSIBLE
WRITING
ACTIVITIES
..............................
50
2.7.1
GUIDED
FREEWRITING
ASSIGNMENTS
...................................................
51
2.7.2
TYPES
OF
SOURCE-BASED
WRITING
ASSIGNMENTS
.................................
53
2.8
RELEVANT
FACTORS
IN
WRITING
INSTRUCTION
..................................................
55
2.8.1
TYPE
OFLEARNING
GOAL
AND
OFLEARNING
OUTCOME
ASSESSMENT
.........
55
2.8.2
INSTITUTIONAL
FACTORS
........................................................................
57
2.8.3
PRIOR
KNOWLEDGE
.............................................................................
58
2.8.4
BELIEFS
AND
ATTITUDES
.......................................................................
60
2.8.5
FAMILIARITY
WITH
THE
TASK
ENVIRONMENT
..........................................
67
2.9
SUMMARY
..................................................................................................
70
3
MODELLING
WRITING
AND
WRITING
SKILLS
ACQUISITION
.......................
73
3.1
MODELS
OF
WRITING
.....................................................................................
73
3.1.1
HAYES
(2012)
...................................................................................
74
3.1.2
LEIJTEN
ET
AL.
(2014)
.........................................................................
77
3.1.3
GOPFERICH
(2008B,
2015)
................................................................
79
3.2
CLASSIFYING
SUB-PROCESSES
OF
WRITING
IN
THINK-ALOUD
PROTOCOLS
...........
81
3.3
MODELS
OF
WRITING
SKILLS
ACQUISITION
........................................................
86
3.3.1
THE
FIVE-STAGE
MODEL
BY
BEREITER
(1980)
.......................................
86
3.3.2
MCCUTCHEN
S
CAPACITY
THEORY
OF
WRITING
(2000)
............................
88
3.3.3
STAGES
IN
COGNITIVE
DEVELOPMENT:
KELLOGG
(2008)
.........................
91
3.4
MODELS
OF
ACADEMIC
WRITING
SKILLS
ACQUISITION
......................................
93
3.4.1
POHL
(2010)
......................................................................................
95
3.4.2
STEINHOFF
(2007)
...............................................................................
96
4
THE
MULTILINGUAL
MIND
........................................................................
99
4.1
TERMINOLOGICAL
CLARIFICATION
...................................................................
99
4.2
MODELING
MULTILINGUALISM
....................................................................
105
4.2.1
THEORIES
OF
MULTICOMPETENCE
.......................................................
106
4.2.2
MODELLING
MULTILINGUALISM
FROM
A
SOCIAL
JUSTICE
PERSPECTIVE
....
110
4.2.3
DIFFERENTIATING
BETWEEN
NATIVE
AND
LEARNER
VARIETIES
..................
ILL
5
DEVELOPING
WRITING
SKILLS
IN
THE
MULTILINGUAL
MIND
................
113
5.1
FOREIGN-LANGUAGE
PROCESSING
INTERFERENCE
WITH
COGNITIVE
PROCESSES
.
114
5.1.1
FL
PROFICIENCY
AND
FL
TYPE
..........................................................
122
5.1.2
LANGUAGE-SWITCHING
HABITS
AND
TRANSLATION
SKILLS
.......................
125
5.1.3
TASK
COMPLEXITY
AND
SUB-PROCESS
OF
WRITING
...............................
131
6
EMPIRICAL
INVESTIGATION
....................................................................
135
6.1
SURVEY
DEVELOPMENT
..............................................................................
139
6.1.1
STATISTICAL
ANALYSIS
........................................................................
150
6.2
COURSE
DESIGN
AND
MULTILINGUAL
PRACTICES
...........................................
152
6.3
WRITING
ASSIGNMENTS
AND
EXPERIMENTAL
DESIGN
...................................
158
6.3.1
WRITING
FELLOWS
AND
FEEDBACK
......................................................
161
6.4
RECORDED
WRITING
SESSIONS
....................................................................
163
6.4.1
JUSTIFICATION
FOR
THINK-ALOUD
DESIGN
.............................................
166
6.5
THE
COURSE
PARTICIPANTS
.........................................................................
172
6.6
DATA
ANALYSIS
..........................................................................................
175
6.6.1
ASSESSMENT
OF
TEXT
QUALITY
............................................................
176
6.6.2
ANALYSIS
OF
THE
PARTICIPANTS
THINK-ALOUD
PROTOCOLS
...................
186
6.6.3
DETERMINING
LANGUAGE
USAGE
.......................................................
207
7
RESULTS
...................................................................................................
213
7.1
PROCESS
DATA
...........................................................................................
213
7.2
SURVEY
DATA
............................................................................................
237
7.3
RELATIONSHIPS
BETWEEN
LANGUAGE
USE
AND
TEXT
QUALITY
........................
242
7.4
POSSIBLE
GROUPINGS
.................................................................................
254
7.5
CASE
STUDIES
...........................................................................................
270
7.5.1
MULTILINGUAL
GROUP:
SD62
.............................................................
272
7.5.2
MULTILINGUAL
GROUP:
ES02
..............................................................
273
7.5.3
MULTILINGUAL
GROUP:
EV72
.............................................................
275
7.5.4
MULTILINGUAL
GROUP:
NK20
............................................................
276
7.6
SUMMARY
................................................................................................
277
8
DISCUSSION
.............................................................................................
281
8.1
FINDINGS
................................................................................................
281
8.1.1
PROCESS
DATA
..................................................................................
281
8.1.2
SURVEY
DATA
....................................................................................
288
8.1.3
TEXT
QUALITY
...................................................................................
297
8.1.4
POSSIBLE
GROUPINGS
........................................................................
301
8.1.5
CASE
STUDIES
...................................................................................
304
8.2
ADDITIONAL
PEDAGOGICAL
REMARKS
...........................................................
306
8.2.1
COMPREHENSION
OR
PRODUCTION
PROBLEMS
...................................
306
8.2.2
RESORTING
TO
DICTIONARIES
AND
ADDITIONAL
RESOURCES
....................
310
8.3
METHODOLOGICAL
CONSIDERATIONS
.............................................................
311
8.3.1
POSSIBLE
ADDITIONS
TO
THE
DATA
SET
.................................................
311
8.3.2
POSSIBLE
ALTERNATIVES
FOR
DATA
ANALYSIS
..........................................
315
9
TEACHING
RECOMMENDATIONS
AND
CONCLUSION
.............................
319
REFERENCES
.................................................................................................
325
INDEX
...........................................................................................................
347
|
| adam_txt |
LIST
OF
FIGURES
.
13
LIST
OF
TABLES
.
15
LIST
OF
ABBREVIATIONS
.
17
1
INTRODUCTION
AND
OBJECTIVES
.
19
2
WRITING
AS
AN
EPISTEMIC
TOOL
.
31
2.1
REMARKS:
RESEARCHING
WRITING
AS
AN
EPISTEMIC
TOOL
.
34
2.1.1
EXAMPLE:
REPORTING
WILEY
AND
VOSS
(1999)
.
35
2.1.2
EXAMPLE:
FEEDBACK
AND
ASSESSMENT
IN
RESEARCH
DESIGNS
.
41
2.2
SIMILARITIES
BETWEEN
WRITING
AND
LEARNING
.
43
2.3
WRITING
IN
ACCORDANCE
WITH
GENRE
CONVENTIONS
.
44
2.4
WRITING
AS
PROBLEM-SOLVING
.
45
2.5
WRITING
AS
DISCOVERY
.
47
2.6
WRITING
AS
A
TOOL
FOR
FOSTERING
METACOGNITIVE
AWARENESS
.
49
2.7
EMPIRICAL
ASSESSMENT
OF
POSSIBLE
WRITING
ACTIVITIES
.
50
2.7.1
GUIDED
FREEWRITING
ASSIGNMENTS
.
51
2.7.2
TYPES
OF
SOURCE-BASED
WRITING
ASSIGNMENTS
.
53
2.8
RELEVANT
FACTORS
IN
WRITING
INSTRUCTION
.
55
2.8.1
TYPE
OFLEARNING
GOAL
AND
OFLEARNING
OUTCOME
ASSESSMENT
.
55
2.8.2
INSTITUTIONAL
FACTORS
.
57
2.8.3
PRIOR
KNOWLEDGE
.
58
2.8.4
BELIEFS
AND
ATTITUDES
.
60
2.8.5
FAMILIARITY
WITH
THE
TASK
ENVIRONMENT
.
67
2.9
SUMMARY
.
70
3
MODELLING
WRITING
AND
WRITING
SKILLS
ACQUISITION
.
73
3.1
MODELS
OF
WRITING
.
73
3.1.1
HAYES
(2012)
.
74
3.1.2
LEIJTEN
ET
AL.
(2014)
.
77
3.1.3
GOPFERICH
(2008B,
2015)
.
79
3.2
CLASSIFYING
SUB-PROCESSES
OF
WRITING
IN
THINK-ALOUD
PROTOCOLS
.
81
3.3
MODELS
OF
WRITING
SKILLS
ACQUISITION
.
86
3.3.1
THE
FIVE-STAGE
MODEL
BY
BEREITER
(1980)
.
86
3.3.2
MCCUTCHEN
'
S
CAPACITY
THEORY
OF
WRITING
(2000)
.
88
3.3.3
STAGES
IN
COGNITIVE
DEVELOPMENT:
KELLOGG
(2008)
.
91
3.4
MODELS
OF
ACADEMIC
WRITING
SKILLS
ACQUISITION
.
93
3.4.1
POHL
(2010)
.
95
3.4.2
STEINHOFF
(2007)
.
96
4
THE
MULTILINGUAL
MIND
.
99
4.1
TERMINOLOGICAL
CLARIFICATION
.
99
4.2
MODELING
MULTILINGUALISM
.
105
4.2.1
THEORIES
OF
MULTICOMPETENCE
.
106
4.2.2
MODELLING
MULTILINGUALISM
FROM
A
SOCIAL
JUSTICE
PERSPECTIVE
.
110
4.2.3
DIFFERENTIATING
BETWEEN
NATIVE
AND
LEARNER
VARIETIES
.
ILL
5
DEVELOPING
WRITING
SKILLS
IN
THE
MULTILINGUAL
MIND
.
113
5.1
FOREIGN-LANGUAGE
PROCESSING
INTERFERENCE
WITH
COGNITIVE
PROCESSES
.
114
5.1.1
FL
PROFICIENCY
AND
FL
TYPE
.
122
5.1.2
LANGUAGE-SWITCHING
HABITS
AND
TRANSLATION
SKILLS
.
125
5.1.3
TASK
COMPLEXITY
AND
SUB-PROCESS
OF
WRITING
.
131
6
EMPIRICAL
INVESTIGATION
.
135
6.1
SURVEY
DEVELOPMENT
.
139
6.1.1
STATISTICAL
ANALYSIS
.
150
6.2
COURSE
DESIGN
AND
MULTILINGUAL
PRACTICES
.
152
6.3
WRITING
ASSIGNMENTS
AND
EXPERIMENTAL
DESIGN
.
158
6.3.1
WRITING
FELLOWS
AND
FEEDBACK
.
161
6.4
RECORDED
WRITING
SESSIONS
.
163
6.4.1
JUSTIFICATION
FOR
THINK-ALOUD
DESIGN
.
166
6.5
THE
COURSE
PARTICIPANTS
.
172
6.6
DATA
ANALYSIS
.
175
6.6.1
ASSESSMENT
OF
TEXT
QUALITY
.
176
6.6.2
ANALYSIS
OF
THE
PARTICIPANTS
'
THINK-ALOUD
PROTOCOLS
.
186
6.6.3
DETERMINING
LANGUAGE
USAGE
.
207
7
RESULTS
.
213
7.1
PROCESS
DATA
.
213
7.2
SURVEY
DATA
.
237
7.3
RELATIONSHIPS
BETWEEN
LANGUAGE
USE
AND
TEXT
QUALITY
.
242
7.4
POSSIBLE
GROUPINGS
.
254
7.5
CASE
STUDIES
.
270
7.5.1
MULTILINGUAL
GROUP:
SD62
.
272
7.5.2
MULTILINGUAL
GROUP:
ES02
.
273
7.5.3
MULTILINGUAL
GROUP:
EV72
.
275
7.5.4
MULTILINGUAL
GROUP:
NK20
.
276
7.6
SUMMARY
.
277
8
DISCUSSION
.
281
8.1
FINDINGS
.
281
8.1.1
PROCESS
DATA
.
281
8.1.2
SURVEY
DATA
.
288
8.1.3
TEXT
QUALITY
.
297
8.1.4
POSSIBLE
GROUPINGS
.
301
8.1.5
CASE
STUDIES
.
304
8.2
ADDITIONAL
PEDAGOGICAL
REMARKS
.
306
8.2.1
COMPREHENSION
OR
PRODUCTION
PROBLEMS
.
306
8.2.2
RESORTING
TO
DICTIONARIES
AND
ADDITIONAL
RESOURCES
.
310
8.3
METHODOLOGICAL
CONSIDERATIONS
.
311
8.3.1
POSSIBLE
ADDITIONS
TO
THE
DATA
SET
.
311
8.3.2
POSSIBLE
ALTERNATIVES
FOR
DATA
ANALYSIS
.
315
9
TEACHING
RECOMMENDATIONS
AND
CONCLUSION
.
319
REFERENCES
.
325
INDEX
.
347 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Machura, Ina Alexandra |
| author_GND | (DE-588)1252489129 |
| author_facet | Machura, Ina Alexandra |
| author_role | aut |
| author_sort | Machura, Ina Alexandra |
| author_variant | i a m ia iam |
| building | Verbundindex |
| bvnumber | BV048410985 |
| classification_rvk | ER 930 ES 155 |
| ctrlnum | (OCoLC)1317747842 (DE-599)DNB1256443654 |
| discipline | Sprachwissenschaft Literaturwissenschaft |
| discipline_str_mv | Sprachwissenschaft Literaturwissenschaft |
| edition | 1. Auflage |
| format | Thesis Book |
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| genre_facet | Hochschulschrift |
| id | DE-604.BV048410985 |
| illustrated | Illustrated |
| index_date | 2024-07-03T20:24:43Z |
| indexdate | 2024-07-10T09:37:27Z |
| institution | BVB |
| institution_GND | (DE-588)1065711506 |
| isbn | 9783631862971 3631862970 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033789441 |
| oclc_num | 1317747842 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR DE-29 |
| owner_facet | DE-355 DE-BY-UBR DE-29 |
| physical | 348 Seiten 64 Illustrationen 21 cm x 14.8 cm, 524 g |
| publishDate | 2022 |
| publishDateSearch | 2022 |
| publishDateSort | 2022 |
| publisher | Peter Lang |
| record_format | marc |
| series | Textproduktion und Medium |
| series2 | Textproduktion und Medium |
| spelling | Machura, Ina Alexandra Verfasser (DE-588)1252489129 aut Training multilingual writing strategies in higher education multilingual approaches to writing-to-learn in discipline-specific courses Ina Alexandra Machura 1. Auflage Berlin Peter Lang [2022] © 2022 348 Seiten 64 Illustrationen 21 cm x 14.8 cm, 524 g txt rdacontent n rdamedia nc rdacarrier Textproduktion und Medium volume 20 Dissertation Justus-Liebig-Universität Gießen 2020 Hochschulunterricht (DE-588)4072562-5 gnd rswk-swf Mehrsprachigkeit (DE-588)4038403-2 gnd rswk-swf Schreiben (DE-588)4116418-0 gnd rswk-swf Textproduktion (DE-588)4184945-0 gnd rswk-swf (DE-588)4113937-9 Hochschulschrift gnd-content Mehrsprachigkeit (DE-588)4038403-2 s Schreiben (DE-588)4116418-0 s DE-604 Textproduktion (DE-588)4184945-0 s Hochschulunterricht (DE-588)4072562-5 s Peter Lang GmbH (DE-588)1065711506 pbl Erscheint auch als Online-Ausgabe, PDF 978-3-631-87045-7 Erscheint auch als Online-Ausgabe, EPUB 978-3-631-87046-4 Textproduktion und Medium volume 20 (DE-604)BV011534936 20 X:MVB text/html http://deposit.dnb.de/cgi-bin/dokserv?id=0d53f51fb55d4e60a118826c116e7566&prov=M&dok_var=1&dok_ext=htm Inhaltstext B:DE-101 application/pdf https://d-nb.info/1256443654/04 Inhaltsverzeichnis DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=033789441&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p vlb 20220429 DE-101 https://d-nb.info/provenance/plan#vlb |
| spellingShingle | Machura, Ina Alexandra Training multilingual writing strategies in higher education multilingual approaches to writing-to-learn in discipline-specific courses Textproduktion und Medium Hochschulunterricht (DE-588)4072562-5 gnd Mehrsprachigkeit (DE-588)4038403-2 gnd Schreiben (DE-588)4116418-0 gnd Textproduktion (DE-588)4184945-0 gnd |
| subject_GND | (DE-588)4072562-5 (DE-588)4038403-2 (DE-588)4116418-0 (DE-588)4184945-0 (DE-588)4113937-9 |
| title | Training multilingual writing strategies in higher education multilingual approaches to writing-to-learn in discipline-specific courses |
| title_auth | Training multilingual writing strategies in higher education multilingual approaches to writing-to-learn in discipline-specific courses |
| title_exact_search | Training multilingual writing strategies in higher education multilingual approaches to writing-to-learn in discipline-specific courses |
| title_exact_search_txtP | Training multilingual writing strategies in higher education multilingual approaches to writing-to-learn in discipline-specific courses |
| title_full | Training multilingual writing strategies in higher education multilingual approaches to writing-to-learn in discipline-specific courses Ina Alexandra Machura |
| title_fullStr | Training multilingual writing strategies in higher education multilingual approaches to writing-to-learn in discipline-specific courses Ina Alexandra Machura |
| title_full_unstemmed | Training multilingual writing strategies in higher education multilingual approaches to writing-to-learn in discipline-specific courses Ina Alexandra Machura |
| title_short | Training multilingual writing strategies in higher education |
| title_sort | training multilingual writing strategies in higher education multilingual approaches to writing to learn in discipline specific courses |
| title_sub | multilingual approaches to writing-to-learn in discipline-specific courses |
| topic | Hochschulunterricht (DE-588)4072562-5 gnd Mehrsprachigkeit (DE-588)4038403-2 gnd Schreiben (DE-588)4116418-0 gnd Textproduktion (DE-588)4184945-0 gnd |
| topic_facet | Hochschulunterricht Mehrsprachigkeit Schreiben Textproduktion Hochschulschrift |
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| volume_link | (DE-604)BV011534936 |
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