Learning-to-Write and Writing-to-Learn in an Additional Language

Editor
| University of Murcia
HardboundAvailable
ISBN 9789027213037 | EUR 99.00 | USD 149.00
 
PaperbackAvailable
ISBN 9789027213044 | EUR 36.00 | USD 54.00
 
e-Book
ISBN 9789027284839 | EUR 99.00/36.00*
| USD 149.00/54.00*
 
This book is a pioneer attempt to bridge the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. Its ultimate aim is to advance our understanding of written language learning by compiling a collection of theoretical meta-reflections and empirical studies that shed new light on two crucial dimensions of the theory and research in the field: first, the manner in which L2 users learn to express themselves in writing (the learning-to-write dimension), and, second, the manner in which the engagement in written output practice can contribute to developing competences in an L2 (the writing-to-learn dimension). These two areas of disciplinary inquiry have up until now developed separately: the learning-to-write dimension has been the cornerstone of L2 writing research, whereas the writing-to-learn one has been theorized and researched within SLA studies, hence the relevance of the book for exploring L2 writing-SLA interfaces.
[Language Learning & Language Teaching, 31]  2011.  xii, 263 pp.
Publishing status: Available
Table of Contents
Preface
Alister Cumming
ix–xii
Introduction
Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing
Rosa M. Manchón
3–14
Part I. Learning-to-write and writing-to-learn
Chapter 2. Learning to write: Issues in theory, research, and pedagogy
Ken Hyland
17–35
Chapter 3. Writing to learn in content areas: Research insights
Alan Hirvela
37–59
Chapter 4. Writing to learn the language: Issues in theory and research
Rosa M. Manchón
61–82
Part II. Learning-to-write and writing-to-learn
Chapter 5. Learning to write in a second language: Multilingual graduates and undergraduates expanding genre repertories
Ilona Leki
85–109
Chapter 6. Writing to learn and learning to write by shuttling between languages
Suresh Canagarajah
111–132
Chapter 7. Beyond writing as language learning or content learning: Construing foreign language writing as meaning-making
Heidi Byrnes
133–157
Chapter 8. The language learning potential of form-focused feedback on writing: Students’ and teachers’ perceptions
Fiona Hyland
159–179
Chapter 9. Writing to learn in FL contexts: Exploring learners’ perceptions of the language learning potential of L2 writing
Rosa M. Manchón and Julio Roca de Larios
181–207
Chapter 10. Exploring the learning potential of writing development in heritage language education
John Hedgcock and Natalie Lefkowitz
209–233
Conclusion
Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing
Lourdes Ortega
237–250
Contributors’ biodata
251–254
Authors index
255–257
Thematic index
259–263
“The essays, overall, provide the reader with different views dealing with issues and concerns of SLA and L2. They also serve to bring together the fields of SLA and L2 writing in new and exciting ways by recognizing the importance of the agency and identity that writers bring with them and of the writerly voices they already possess in the target language.”
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This list is based on CrossRef data as of 02 july 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number:  2011022622