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140122 ||| eng |
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|a 9789401003636
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|a Ransdell, S.
|e [editor]
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| 245 |
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|a New Directions for Research in L2 Writing
|h Elektronische Ressource
|c edited by S. Ransdell, M.-L. Barbier
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| 250 |
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|a 1st ed. 2002
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| 260 |
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|a Dordrecht
|b Springer Netherlands
|c 2002, 2002
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| 300 |
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|a X, 277 p
|b online resource
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|a An Introduction to New Directions for Research in L2 Writing -- Critical Examination of L2 Writing Process Research -- Building an Empirically-Based Model of Efl Learners’ Writing Processes -- The Relationships Between Bilingual Children’s Reading and Writing in Their Two Languages -- Linguistic Knowledge, Metacognitive Knowledge and Retrieval Speed in L1, L2,and ELF Writing: A structural equation modelling approach -- Early Exposure to An L2 Predicts Good L1 as Well as Good L2 Writing -- The Effects Of Training a Good Working Memory Startegy on L1 And L2 Writing -- A Comparison Between Notetaking in L1 and L2 by Undergraduate Students -- Collaborative Writing in L2: The Effect of Group Interaction on Text Quality -- Investigation Learners’ Goals in the Context of Adult Second-Language Writing -- When and Why Talking Can Make Writing Harder -- A Problem-Posing Approach to Using Native Languagae Writng in English Literacy Instruction -- References -- Author Index -- List of Contributors
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| 653 |
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|a Psycholinguistics
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| 653 |
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|a Linguistics
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| 653 |
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|a Psycholinguistics and Cognitive Lingusitics
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| 653 |
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|a Behavioral Sciences and Psychology
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| 653 |
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|a Cognitive Psychology
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| 653 |
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|a Cognitive psychology
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| 653 |
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|a Psychology
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| 700 |
1 |
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|a Barbier, M.-L.
|e [editor]
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b SBA
|a Springer Book Archives -2004
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| 490 |
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|a Studies in Writing
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| 028 |
5 |
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|a 10.1007/978-94-010-0363-6
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| 856 |
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|u https://doi.org/10.1007/978-94-010-0363-6?nosfx=y
|x Verlag
|3 Volltext
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|a 150
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| 520 |
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|a GERT RIJLAARSDAM UniversityofAmsterdam & Utrecht University, the Netherlands Multilingualism is becoming the default in our global world. The present-day global citizens use different languages in different situations. Apart from their mother tongue, they learn languages that give them access to other regions, nations, and worlds. In all countries ofthe European Union, for instance, at least one foreign lan guage is mandatory in secondary schools. Most students are taught English as a for eign language, the lingua franca in Europe. In large parts of the USA, students move from Spanish to English schooling. In parts of Canada, bilingual education is stan dard. In Catalonia (Spain) children learn Catalonian and Spanish, in Hong Kong English and Chinese. The smaller the world becomes, the more languages are used and learned. For writing process research, this development into multilingualism entails at least two challenges. First ofall, studying the relation between writing in L1 and L2 provides an opportunity for collaborative studies, in different language settings. Second, the issue ofgeneralization of findings comes to the fore. It becomes evident now that we have unjustly neglected this issue in writing process research. We for got to ask whether it is feasible to talk about 'writing processes' in general, without referring to the language of the written texts, and without taking into account the educational and linguistic culture in which these texts originate
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