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...
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2020]
|
| Schriftenreihe: | Language learning and language teaching ;
v. 56. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "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)"-- |
| Beschreibung: | 1 online resource (vii, 432 pages) : illustrations (chiefly color) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027260581 9027260583 |
| ISSN: | 1569-9471 ; |
Internformat
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EBA-on1192304064 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
| 006 | m o d | ||
| 007 | cr ||||||||||| | ||
| 008 | 200825s2020 ne a ob 001 0 eng | ||
| 010 | |a 2020030907 | ||
| 040 | |a DLC |b eng |e rda |e pn |c DLC |d OCLCO |d OCLCF |d N$T |d UKAHL |d EBLCP |d YDX |d OCLCQ |d OCLCO |d K6U |d OCLCQ |d OCLCO |d OCLCL |d SXB | ||
| 020 | |a 9789027260581 |q (electronic book) | ||
| 020 | |a 9027260583 |q (electronic book) | ||
| 020 | |z 9789027207746 |q (hardcover) | ||
| 020 | |z 9789027207753 |q (paperback) | ||
| 035 | |a (OCoLC)1192304064 | ||
| 042 | |a pcc | ||
| 050 | 0 | 4 | |a P53.27 |b .W73 2020 |
| 082 | 7 | |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) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Language learning & language teaching (LL & LT), |x 1569-9471 ; |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 | ||
| 588 | 0 | |a Online resource; title from digital title page (viewed on November 18, 2020). | |
| 505 | 0 | |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 | |
| 650 | 0 | |a Language and languages |x Study and teaching. |0 http://id.loc.gov/authorities/subjects/sh85074536 | |
| 650 | 0 | |a Rhetoric |x Study and teaching |x Research. | |
| 650 | 0 | |a Academic writing |x Study and teaching |x Research. | |
| 650 | 0 | |a Second language acquisition |x Research. | |
| 650 | 6 | |a Langage et langues |x Étude et enseignement |x Allophones. | |
| 650 | 6 | |a Rhétorique |x Étude et enseignement |x Recherche. | |
| 650 | 6 | |a Écriture savante |x Étude et enseignement |x Recherche. | |
| 650 | 6 | |a Langue seconde |x Acquisition |x Recherche. | |
| 650 | 6 | |a Langage et langues |x Étude et enseignement. | |
| 650 | 7 | |a Language and languages |x Study and teaching |x Foreign speakers |2 fast | |
| 650 | 7 | |a Second language acquisition |x Research |2 fast | |
| 655 | 4 | |a Electronic book. | |
| 700 | 1 | |a Manchón, Rosa, |e editor. |0 http://id.loc.gov/authorities/names/n2009027290 | |
| 758 | |i has work: |a Writing and language learning (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGVM9bbgKbY6WPJpdbFywK |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Writing and language learning. |d Amsterdam ; Philadelphia : John Benjamins Publishing Company, 2020 |z 9789027207746 |w (DLC) 2020030906 |
| 830 | 0 | |a Language learning and language teaching ; |v v. 56. |0 http://id.loc.gov/authorities/names/n2002025196 | |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2658103 |3 Volltext |
| 938 | |a Askews and Holts Library Services |b ASKH |n AH37522862 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL6385902 | ||
| 938 | |a EBSCOhost |b EBSC |n 2658103 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EBA | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-on1192304064 |
|---|---|
| _version_ | 1816882527982321664 |
| adam_text | |
| any_adam_object | |
| author2 | Manchón, Rosa |
| author2_role | edt |
| author2_variant | r m rm |
| author_GND | http://id.loc.gov/authorities/names/n2009027290 |
| author_facet | Manchón, Rosa |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | P - Language and Literature |
| callnumber-label | P53 |
| callnumber-raw | P53.27 .W73 2020 |
| callnumber-search | P53.27 .W73 2020 |
| callnumber-sort | P 253.27 W73 42020 |
| callnumber-subject | P - Philology and Linguistics |
| collection | ZDB-4-EBA |
| contents | 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 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 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 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 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 |
| ctrlnum | (OCoLC)1192304064 |
| dewey-full | 418.0071 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418.0071 |
| dewey-search | 418.0071 |
| dewey-sort | 3418.0071 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>07136cam a2200661 i 4500</leader><controlfield tag="001">ZDB-4-EBA-on1192304064</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20241004212047.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr |||||||||||</controlfield><controlfield tag="008">200825s2020 ne a ob 001 0 eng </controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="a"> 2020030907</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DLC</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">DLC</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCF</subfield><subfield code="d">N$T</subfield><subfield code="d">UKAHL</subfield><subfield code="d">EBLCP</subfield><subfield code="d">YDX</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">K6U</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCL</subfield><subfield code="d">SXB</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9789027260581</subfield><subfield code="q">(electronic book)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9027260583</subfield><subfield code="q">(electronic book)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9789027207746</subfield><subfield code="q">(hardcover)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9789027207753</subfield><subfield code="q">(paperback)</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1192304064</subfield></datafield><datafield tag="042" ind1=" " ind2=" "><subfield code="a">pcc</subfield></datafield><datafield tag="050" ind1="0" ind2="4"><subfield code="a">P53.27</subfield><subfield code="b">.W73 2020</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">418.0071</subfield><subfield code="2">23</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="245" ind1="0" ind2="0"><subfield code="a">Writing and language learning :</subfield><subfield code="b">advancing research agendas /</subfield><subfield code="c">edited by Rosa M. Manchón.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Amsterdam ;</subfield><subfield code="a">Philadelphia :</subfield><subfield code="b">John Benjamins Publishing Company,</subfield><subfield code="c">[2020]</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (vii, 432 pages) :</subfield><subfield code="b">illustrations (chiefly color)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="1" ind2=" "><subfield code="a">Language learning & language teaching (LL & LT),</subfield><subfield code="x">1569-9471 ;</subfield><subfield code="v">volume 56</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="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)"--</subfield><subfield code="c">Provided by publisher</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Online resource; title from digital title page (viewed on November 18, 2020).</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="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</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="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</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="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</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="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</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="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</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Language and languages</subfield><subfield code="x">Study and teaching.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85074536</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Rhetoric</subfield><subfield code="x">Study and teaching</subfield><subfield code="x">Research.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Academic writing</subfield><subfield code="x">Study and teaching</subfield><subfield code="x">Research.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Second language acquisition</subfield><subfield code="x">Research.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Langage et langues</subfield><subfield code="x">Étude et enseignement</subfield><subfield code="x">Allophones.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Rhétorique</subfield><subfield code="x">Étude et enseignement</subfield><subfield code="x">Recherche.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Écriture savante</subfield><subfield code="x">Étude et enseignement</subfield><subfield code="x">Recherche.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Langue seconde</subfield><subfield code="x">Acquisition</subfield><subfield code="x">Recherche.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Langage et langues</subfield><subfield code="x">Étude et enseignement.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Language and languages</subfield><subfield code="x">Study and teaching</subfield><subfield code="x">Foreign speakers</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Second language acquisition</subfield><subfield code="x">Research</subfield><subfield code="2">fast</subfield></datafield><datafield tag="655" ind1=" " ind2="4"><subfield code="a">Electronic book.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Manchón, Rosa,</subfield><subfield code="e">editor.</subfield><subfield code="0">http://id.loc.gov/authorities/names/n2009027290</subfield></datafield><datafield tag="758" ind1=" " ind2=" "><subfield code="i">has work:</subfield><subfield code="a">Writing and language learning (Text)</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCGVM9bbgKbY6WPJpdbFywK</subfield><subfield code="4">https://id.oclc.org/worldcat/ontology/hasWork</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="t">Writing and language learning.</subfield><subfield code="d">Amsterdam ; Philadelphia : John Benjamins Publishing Company, 2020</subfield><subfield code="z">9789027207746</subfield><subfield code="w">(DLC) 2020030906</subfield></datafield><datafield tag="830" ind1=" " ind2="0"><subfield code="a">Language learning and language teaching ;</subfield><subfield code="v">v. 56.</subfield><subfield code="0">http://id.loc.gov/authorities/names/n2002025196</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2658103</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH37522862</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest Ebook Central</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL6385902</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">2658103</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| genre | Electronic book. |
| genre_facet | Electronic book. |
| id | ZDB-4-EBA-on1192304064 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:30:02Z |
| institution | BVB |
| isbn | 9789027260581 9027260583 |
| issn | 1569-9471 ; |
| language | English |
| lccn | 2020030907 |
| oclc_num | 1192304064 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (vii, 432 pages) : illustrations (chiefly color) |
| psigel | ZDB-4-EBA |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | John Benjamins Publishing Company, |
| record_format | marc |
| series | Language learning and language teaching ; |
| series2 | Language learning & language teaching (LL & LT), |
| spelling | Writing and language learning : advancing research agendas / edited by Rosa M. Manchón. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2020] 1 online resource (vii, 432 pages) : illustrations (chiefly color) text txt rdacontent computer c rdamedia online resource cr rdacarrier Language learning & language teaching (LL & LT), 1569-9471 ; volume 56 Includes bibliographical references and index. "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)"-- Provided by publisher Online resource; title from digital title page (viewed on November 18, 2020). 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 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 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 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 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 Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Rhetoric Study and teaching Research. Academic writing Study and teaching Research. Second language acquisition Research. Langage et langues Étude et enseignement Allophones. Rhétorique Étude et enseignement Recherche. Écriture savante Étude et enseignement Recherche. Langue seconde Acquisition Recherche. Langage et langues Étude et enseignement. Language and languages Study and teaching Foreign speakers fast Second language acquisition Research fast Electronic book. Manchón, Rosa, editor. http://id.loc.gov/authorities/names/n2009027290 has work: Writing and language learning (Text) https://id.oclc.org/worldcat/entity/E39PCGVM9bbgKbY6WPJpdbFywK https://id.oclc.org/worldcat/ontology/hasWork Print version: Writing and language learning. Amsterdam ; Philadelphia : John Benjamins Publishing Company, 2020 9789027207746 (DLC) 2020030906 Language learning and language teaching ; v. 56. http://id.loc.gov/authorities/names/n2002025196 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2658103 Volltext |
| spellingShingle | Writing and language learning : advancing research agendas / Language learning and language teaching ; 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 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 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 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 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 Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Rhetoric Study and teaching Research. Academic writing Study and teaching Research. Second language acquisition Research. Langage et langues Étude et enseignement Allophones. Rhétorique Étude et enseignement Recherche. Écriture savante Étude et enseignement Recherche. Langue seconde Acquisition Recherche. Langage et langues Étude et enseignement. Language and languages Study and teaching Foreign speakers fast Second language acquisition Research fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85074536 |
| title | Writing and language learning : advancing research agendas / |
| title_auth | Writing and language learning : advancing research agendas / |
| title_exact_search | Writing and language learning : advancing research agendas / |
| title_full | Writing and language learning : advancing research agendas / edited by Rosa M. Manchón. |
| title_fullStr | Writing and language learning : advancing research agendas / edited by Rosa M. Manchón. |
| title_full_unstemmed | Writing and language learning : advancing research agendas / edited by Rosa M. Manchón. |
| title_short | Writing and language learning : |
| title_sort | writing and language learning advancing research agendas |
| title_sub | advancing research agendas / |
| topic | Language and languages Study and teaching. http://id.loc.gov/authorities/subjects/sh85074536 Rhetoric Study and teaching Research. Academic writing Study and teaching Research. Second language acquisition Research. Langage et langues Étude et enseignement Allophones. Rhétorique Étude et enseignement Recherche. Écriture savante Étude et enseignement Recherche. Langue seconde Acquisition Recherche. Langage et langues Étude et enseignement. Language and languages Study and teaching Foreign speakers fast Second language acquisition Research fast |
| topic_facet | Language and languages Study and teaching. Rhetoric Study and teaching Research. Academic writing Study and teaching Research. Second language acquisition Research. Langage et langues Étude et enseignement Allophones. Rhétorique Étude et enseignement Recherche. Écriture savante Étude et enseignement Recherche. Langue seconde Acquisition Recherche. Langage et langues Étude et enseignement. Language and languages Study and teaching Foreign speakers Second language acquisition Research Electronic book. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2658103 |
| work_keys_str_mv | AT manchonrosa writingandlanguagelearningadvancingresearchagendas |