Chapter 1
We need to write about children
Article outline
- 1.1Introduction
- 1.2Cognitive features of children aged 9–12
- 1.2.1The emergence of abstract thinking
- 1.2.2Self-regulation
- 1.2.3Working memory
- 1.2.4Peer bonding and friendship
- 1.2.5Self-esteem: Praise, criticism, and effort
- Praise and criticism
- Effort
- 1.3Children need to write
- 1.3.1L2 writing in elementary school
- 1.3.2L2 writing is tough
- 1.3.3L2 writing is worth it
- 1.Writing is a language-learning tool
- 2.Writing offers a picture of “learning in progress”
- 3.Writing helps learners to develop multiple learning skills
- 4.Writing and reading work in tandem
- 5.Writing can promote perseverance
- 6.Writing can promote creativity
- 7.Writing can promote cross-curricular values
- 8.Writing can be used as a tool to communicate
- 9.Writing can provide a sense of achievement
- 1.4Children in SLA
- 1.5The theoretical underpinnings of L2 writing tasks
- Output hypothesis
- Noticing and feedback
- Interaction
- The constructs in writing tasks
- 1.6The tasks
- 1.6.1Dictogloss
- 1.6.1.1Definition
- 1.6.1.2Sample
- 1.6.2Direct corrections
- 1.6.2.1Definition
- 1.6.2.2Sample
- 1.6.3Model texts
- 1.6.3.1Definition
- 1.6.3.2Sample
- Picture prompt
- Sample from participants
- 1.6.4Reformulation
- 1.6.4.1Definition
- 1.6.4.2Sample
- 1.6.5Task repetition
- 1.6.5.1Definition
- 1.6.5.2Sample
- 1.7Summary