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Studies in Writing #11: New Directions for Research in L2 Writingby Sarah Ransdell
Synopses & Reviews
This book contains chapters that describe the current psycholinguistic research being conducted internationally on better understanding second language (L2) writing. Such accounts are based on an experimental research tradition arising from recent progress made in methodology, technology and theory in both native and second language writing. There have been a number of recent volumes on the educational aspects of teaching a foreign or second language. However, there are relatively few published studies specifically geared to better understanding L2 writing and how it relates to L1 writing research in the psycholinguistic tradition. This tradition combines converging evidence from psychological experiments, case studies, linguistic interviews, field studies, correlation and other structural analyses of individual differences. The goal of all of these sources of evidence is to describe, predict, and ultimately explain L2 writing.
Book News Annotation:
L2 seems to be a new international symbol for second language, or perhaps just an indication that some language scholars would rather be doing algebra. Scholars of language, education, and psychology survey research paradigms and findings about the relationship between writing in first and second languages from various regions of the world, demonstrating how similar but different linguistic situations have been tackled differently in various countries. A dozen essays examine such topics as building an empirically-based model of writing processes by learners of English as a foreign language, the effects of training a good working memory strategy on writing in first and second languages, and when and why talking can make writing harder.
Annotation c. Book News, Inc., Portland, OR (booknews.com)
This book describes the current psycholinguistic research being conducted internationally on better understanding second language (L2) writing. It is based on an experimental research tradition arising from recent progress made in methodology, technology and theory in both native and second language writing. It is unique in that it is specifically geared to better understanding L2 writing and how it relates to L1 writing research in the psycholinguistic tradition.
Table of Contents
Preface; G. Rijlaarsdam. An Introduction to New Directions for Research in L2 Writing; S. Ransdell, M.-L. Barbier. Critical Examination of L2 Writing Process Research; J.R. De Larios, et al. Building an Empirically-Based Model of EFL Learners' Writing Processes; M. Sasaki. The Relationship Between Bilingual Children's Reading and Writing in their two Languages; A.Y. Durgunogammalu, et al. Linguistic Knowledge, Metacognitive Knowledge and Retrieval Speed in L1, L2, and EFL Writing: A structural equation modelling approach; R. Schoonen, et al. Early Exposure to an L2 Predicts Good L1 as Well as Good L2 Writing; M.R. Arecco, S. Ransdell. The Effects of Training a Good Working Memory Strategy on L1 and L2 Writing; S. Ransdell, et al. A Comparison Between Notetaking in L1 and L2 by Undergraduate Students; M. Faraco, et al. Collaborative Writing in L2: The Effect of Group Interaction on Text Quality; F. Kuiken, I. Vedder. Investigating Learner's Goals in the Context of Adult Second-Language Writing; A. Cumming, et al. When and Why Talking Can Make Writing Harder; M. Franken, S. Haslett. A Problem-Posing Approach to Using Native Language Writing in English Literacy Instruction; E. Quintero. References. Author Index. Subject Index. List of Contributors.
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