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L2 Writing Development: Multiple Perspectives / ed. by Rosa Manchón.

Contributor(s): Material type: TextTextSeries: Trends in Applied Linguistics [TAL] ; 6Publisher: Berlin ; Boston : De Gruyter Mouton, [2012]Copyright date: ©2012Description: 1 online resource (252 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9781934078297
  • 9781934078303
Subject(s): LOC classification:
  • P118.2 .L2 2012
Other classification:
  • online - DeGruyter
Online resources: Available additional physical forms:
  • Issued also in print.
Contents:
Frontmatter -- Contents -- Acknowledgements -- Foreword -- Contributors -- Chapter 1. Multiple perspectives in the study of L2 writing development: An introduction -- Chapter 2. Foreign language writing development from a dynamic usage based perspective -- Chapter 3 Writing across languages in a bilingual context: A Dynamic Systems Theory approach -- Chapter 4. Feedback and writing development through collaboration: A socio-cultural approach -- Chapter 5. Understanding L2 writing development from a multicompetence perspective: Dynamic repertoires of knowledge and text construction -- Chapter 6. Goal theory and second-language writing development, two ways -- Chapter 7. A rhetorical genre theory perspective on L2 writing development -- Chapter 8. Conceptualizing FL writing development in collegiate settings: A genre-based systemic functional linguistic approach -- Chapter 9. Investigating L2 writing development from multiple perspectives: Issues in theory and research -- Thematic index -- Author index
Summary: The aim of this pioneering volume is to advance our understanding of written language learning in instructed SLA by offering a collection of empirical studies in which the contribution of diverse theoretical perspectives to our understanding of L2 writing development will be explored. As such, the book represents a further attempt to situate written language learning at the core of applied linguistics research, in general, and SLA research, in particular, hence attempting to redress the oral bias of theoretical and empirical work in these fields. It adds a further building block onto recent TESOL initiatives aimed at understanding "development" in second and foreign language learning. Continuity from one chapter to another is provided by adherence to a consistent chapter model. The volume will be of great interest to academics in the disciplines of second/foreign language acquisition (SLA) and second/foreign language (L2) writing.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781934078303

Frontmatter -- Contents -- Acknowledgements -- Foreword -- Contributors -- Chapter 1. Multiple perspectives in the study of L2 writing development: An introduction -- Chapter 2. Foreign language writing development from a dynamic usage based perspective -- Chapter 3 Writing across languages in a bilingual context: A Dynamic Systems Theory approach -- Chapter 4. Feedback and writing development through collaboration: A socio-cultural approach -- Chapter 5. Understanding L2 writing development from a multicompetence perspective: Dynamic repertoires of knowledge and text construction -- Chapter 6. Goal theory and second-language writing development, two ways -- Chapter 7. A rhetorical genre theory perspective on L2 writing development -- Chapter 8. Conceptualizing FL writing development in collegiate settings: A genre-based systemic functional linguistic approach -- Chapter 9. Investigating L2 writing development from multiple perspectives: Issues in theory and research -- Thematic index -- Author index

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

The aim of this pioneering volume is to advance our understanding of written language learning in instructed SLA by offering a collection of empirical studies in which the contribution of diverse theoretical perspectives to our understanding of L2 writing development will be explored. As such, the book represents a further attempt to situate written language learning at the core of applied linguistics research, in general, and SLA research, in particular, hence attempting to redress the oral bias of theoretical and empirical work in these fields. It adds a further building block onto recent TESOL initiatives aimed at understanding "development" in second and foreign language learning. Continuity from one chapter to another is provided by adherence to a consistent chapter model. The volume will be of great interest to academics in the disciplines of second/foreign language acquisition (SLA) and second/foreign language (L2) writing.

Issued also in print.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 28. Feb 2023)