Beschreibung
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.
Inhaltsverzeichnis
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.
