L2 Collaborative Writing in Diverse Learning Contexts

2023-08-15
L2 Collaborative Writing in Diverse Learning Contexts

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  • Author: Mimi Li
  • Publisher: John Benjamins Publishing Company
  • ISBN: 9027249563
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 263

This book is the first edited volume to compile up-to-date scholarship that discusses frontier knowledge on second language (L2) collaborative writing (CW) and highlights technology-mediated solutions to it. The volume consists of conceptual papers and empirical studies that explore theoretical, methodological, and pedagogical approaches to CW in face-to-face, online, and hybrid learning contexts. The ten chapters of the book are divided into three sections: (1) theoretical perspectives and a methodological review of CW; (2) empirical research addressing the processes, products, and effects pertaining to CW; (3) pedagogical aspects relevant to CW, namely task design, technology use, and assessment. By examining the implementation of various CW tasks across modes, genres, and L2 learning settings, this book re-evaluates the practices of CW and illustrates how diverse forms of CW can facilitate students’ L2 learning and writing development.

Collaborative Writing in L2 Classrooms

2013-07-04
Collaborative Writing in L2 Classrooms

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  • Author: Neomy Storch
  • Publisher: Multilingual Matters
  • ISBN: 1847699952
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 211

In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.

Researching and Teaching Second Language Writing in the Digital Age

2022-01-10
Researching and Teaching Second Language Writing in the Digital Age

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  • Author: Mimi Li
  • Publisher: Springer Nature
  • ISBN: 3030877108
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 253

This book presents a comprehensive approach to issues related to researching and teaching second language (L2) writing in digital environments. In the digital age, new technologies have revolutionized the ways we communicate and construct knowledge, and have also reshaped the traditional notions of writing and literacy, posing new challenges and opportunities for L2 teachers and students. This book provides up-to-date coverage of the main areas of L2 writing and technology, including digital multimodal composing, computer-mediated collaborative writing, online teacher and peer feedback, automated writing evaluation, and corpus-based writing instruction. It synthesizes the relevant literature, analyzes theoretical perspectives, compiles relevant resources, and offers research and pedagogical recommendations to guide scholars in undertaking new L2 writing research and instructional practice in technologically-supported educational contexts. This book will be of relevance and interest to researchers, language teachers, and graduate students in applied linguistics and education.

Writing and Language Learning

2020-11-15
Writing and Language Learning

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  • Author: Rosa M. Manchón
  • Publisher: John Benjamins Publishing Company
  • ISBN: 9027260583
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 442

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 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).

Second Language Interaction in Diverse Educational Contexts

2013
Second Language Interaction in Diverse Educational Contexts

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  • Author: Kim McDonough
  • Publisher: John Benjamins Publishing
  • ISBN: 9027213097
  • Category : Foreign Language Study
  • Languages : en
  • Pages : 333

This volume brings together empirical research that explores interaction in a wide range of educational settings. It includes work that takes a cognitive, brain-based approach to studying interaction, as well as studies that take a social, contextual perspective. Interaction is defined quite broadly, with many chapters focusing on oral interaction as is typical in the field, while other chapters report work that involves interaction between learners and technology. Several studies describe the linguistic and discourse features of interaction between learners and their interlocutors, but others demonstrate how interaction can serve other purposes, such as to inform placement decisions. The chapters in the book collectively illustrate the diversity of contemporary approaches to interaction research, investigating interactions with different interlocutors ( learner-learner, learner-teacher), in a variety of environments (classrooms, interactive testing environments, conversation groups) and through different modalities (oral and written, face-to-face and technology-mediated).

Digital Multimodal Composing

2024-04-16
Digital Multimodal Composing

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  • Author: Matt Kessler
  • Publisher: Channel View Publications
  • ISBN: 1800416695
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 117

This book provides a comprehensive overview of research in applied linguistics involving the intersection of digital multimodal composing (DMC) and second language (L2) writing. It presents a theoretically and methodologically diverse introduction to key theories and scholarship supporting DMC’s use, along with practical pedagogical tips and tools for adopting DMC in the L2 writing classroom. This text is the first of its kind to distil current research in the area, including chapters that address research on students’ DMC writing processes, evidence of DMC’s impact on L2 learning, students’ and teachers’ perceptions and how DMC affects various individual differences such as motivation, metacognition and identity development. This book serves as a useful resource for both graduate students and faculty in applied linguistics and related fields who are researchers, teacher trainers or language instructors. It is particularly relevant for those working in subfields such as second language acquisition, computer-assisted language learning and L2 writing.

Feedback in Second Language Writing

2019-07-04
Feedback in Second Language Writing

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  • Author: Ken Hyland
  • Publisher: Cambridge University Press
  • ISBN: 1108425070
  • Category : Computers
  • Languages : en
  • Pages : 331

Offers an up-to-date analysis of issues related to providing, using and researching feedback, including new developments in technology.

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

2011-10-05
Learning-to-Write and Writing-to-Learn in an Additional Language

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  • Author: Rosa M. Manchón
  • Publisher: John Benjamins Publishing
  • ISBN: 9027284830
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 263

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.

Learning-to-write and Writing-to-learn in an Additional Language

2011
Learning-to-write and Writing-to-learn in an Additional Language

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  • Author: Rosa Manchón
  • Publisher: John Benjamins Publishing
  • ISBN: 9027213038
  • Category : Foreign Language Study
  • Languages : en
  • Pages : 277

Bridges the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. This title intends to advance our understanding of written language learning by collecting theoretical meta-reflections and empirical studies that shed light on two crucial dimensions of the theory and research in the field

Writing in Context(s)

2005-02-17
Writing in Context(s)

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  • Author: Triantafillia Kostuli
  • Publisher: Springer Science & Business Media
  • ISBN: 9780387242385
  • Category : Education
  • Languages : en
  • Pages : 312

The premise that writing is a socially-situated act of interaction between readers and writers is well established. This volume first, corroborates this premise by citing pertinent evidence, through the analysis of written texts and interactive writing contexts, and from educational settings across different cultures from which we have scant evidence. Secondly, all chapters, though addressing the social nature of writing, propose a variety of perspectives, making the volume multidisciplinary in nature. Finally, this volume accounts for the diversity of the research perspectives each chapter proposes by situating the plurality of terminological issues and methodologies into a more integrative framework. Thus a coherent overall framework is created within which different research strands (i.e., the sociocognitive, sociolinguistic research, composition work, genre analysis) and pedagogical practices developed on L1 and L2 writing can be situated and acquire meaning. This volume will be of particular interest to researchers in the areas of language and literacy education in L1 and L2, applied linguists interested in school, and academic contexts of writing, teacher educators and graduate students working in the fields of L1 and L2 writing.