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Cross-Linguistic Transfer of Writing Strategies: Interactions between Foreign Language and First Language Classrooms [Pehme köide]

  • Formaat: Paperback / softback, 208 pages, kõrgus x laius x paksus: 234x156x11 mm, kaal: 300 g
  • Sari: Second Language Acquisition
  • Ilmumisaeg: 03-Apr-2023
  • Kirjastus: Multilingual Matters
  • ISBN-10: 178892973X
  • ISBN-13: 9781788929738
Teised raamatud teemal:
Cross-Linguistic Transfer of Writing Strategies: Interactions between Foreign Language and First Language ClassroomsSuurem pilt
  • Formaat: Paperback / softback, 208 pages, kõrgus x laius x paksus: 234x156x11 mm, kaal: 300 g
  • Sari: Second Language Acquisition
  • Ilmumisaeg: 03-Apr-2023
  • Kirjastus: Multilingual Matters
  • ISBN-10: 178892973X
  • ISBN-13: 9781788929738
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781788929738.html
Märksõnad:

In the context of increasingly multilingual global educational settings, this book provides a timely exploration of the phenomenon of cross-linguistic transfer of writing strategies (in particular, transfer from the foreign language to the first language) and presents a compelling case for a multilingual approach to writing pedagogy. The book presents evidence from a classroom-based intervention study conducted in a secondary school in England on cross-linguistic strategy transfer. It suggests that even beginner or low proficiency foreign language learners can develop effective skills and strategies in the foreign language classroom which can also positively influence writing in other languages, including their first language. This book ultimately encourages more joined-up, cross-curricular, cross-linguistic thinking related to language in schools by exploring the potential for collaboration between languages teachers.



In the context of increasingly multilingual global educational settings, this book provides a timely exploration of the phenomenon of cross-linguistic transfer of writing strategies (in particular, transfer from the foreign language to the first language) and presents a compelling case for a multilingual approach to writing pedagogy.

Arvustused

The benefits and value of FL learning in schools becomes increasingly important in this time of prevailing nationalism in many parts of the world. Forbes should be lauded for this timely addition that offers insights into the phenomenon of cross-linguistic transfer of writing strategies and the potential contribution of FL teaching to the development of students writing skills. * Lawrence Jun Zhang, University of Auckland, New Zealand * This is an important book which provides much-needed empirical insight into the connections between foreign language and first language teaching and learning in schools. In the context of the modern multilingual profile of school populations, the need for joined-up thinking on cross-linguistic transfer has never been more pressing. * Michael Evans, University of Cambridge, UK * In this timely and well-written book, Karen Forbes convincingly demonstrates that students transfer of strategies across languages is a multidirectional phenomenon. The book contains an ideal balance of theory and empirical examples from L1 and FL classrooms making it highly relevant for both researchers and language teachers. * Åsta Haukås, University of Bergen, Norway *

Muu info

Reveals how learning a foreign language can positively influence writing skills in the native language
Acknowledgements vii
1 Introduction
1(10)
An Introduction to the Research Context
5(1)
A Note on Terminology
6(1)
Aims and Outline of the Book
7(4)
2 The Position of First Language and Foreign Language Learning in Schools
11(17)
Language(s) in the Curriculum
12(7)
LI and FL Teachers' Conceptualisations of and Approaches to Language Teaching
19(3)
Student Conceptualisations of and Approaches to L1 and FL Writing
22(5)
Conclusion
27(1)
3 An Overview of Strategy Research and the Role of Language Learning Strategy Instruction
28(27)
Strategy Research in the Field of L2 Acquisition
28(9)
Strategy Research in the Field of Composition Research
37(10)
Exploring the Effects of LLSI on Writing
47(7)
Conclusion
54(1)
4 Considerations for Researching the Effects of a Cross-Linguistic Intervention of Language Learning Strategy Instruction
55(17)
Designing the X-LiST Study: Considerations of Research Design
55(3)
Getting Inside the `Black Box': A Mixed-Methods Approach to Strategy Research
58(10)
The Ethics of Conducting Classroom-based LLSI Research
68(1)
Conclusion
69(3)
5 Teaching for Transfer: Developing a Cross-Linguistic
72(18)
Approach to Language Learning Strategy Instruction Challenges in Implementing Cross-Linguistic LLSI
73(1)
General Considerations for Developing LLSI
74(15)
Developing a Cross-Linguistic Programme of LLSI: A Step-by-Step Guide Conclusion
89(1)
6 An In-Depth Exploration of Patterns of Strategy Development 90n Foreign Language and First Language Writing
90(19)
Performance in Writing Tasks
90(2)
Pre-Task Planning
92(6)
Problem Solving While Writing
98(2)
Evaluation of Written Work
100(4)
Errors and Error Correction
104(3)
Conclusion
107(2)
7 Exploring the Cross-Linguistic Transfer of Strategies
109(15)
The Phenomenon of Cross-Linguistic Transfer
109(7)
Evidence of Strategy Transfer from the X-LiST Study
116(2)
Multiple Directionalities of Transfer
118(5)
Conclusion
123(1)
8 Negotiating Language Learning Strategy Instruction: Individual Trajectories
124(25)
The Strategic Writer (Carissa)
125(5)
The Experimenter (Chris)
130(6)
The Struggling Writer (Zoe)
136(5)
The Multilingual Writer (Mei)
141(6)
Conclusion
147(2)
9 The Role of Learners' Individual Differences
149(11)
The Symbiotic Relationship between Proficiency and Strategy Use
149(4)
The Importance of Metacognitive Engagement
153(2)
Attitudes towards Writing
155(1)
Strategic Multilingualism
156(3)
Conclusion
159(1)
10 Reflecting Back and Looking Forward: Implications and Conclusions
160(14)
Revisiting the Key Questions
161(5)
Limitations of the X-LiST Study
166(3)
Implications for Research and Practice
169(3)
Looking Forward: Areas for Future Research
172(1)
Final Reflections
173(1)
Appendix A Student Questionnaire 174(4)
Appendix B Writing Strategy Task Sheet (Carissa, German Task 2) 178(4)
References 182(13)
Subject Index 195(2)
Author Index 197
Karen Forbes is a Senior Lecturer in Second Language Education in the Faculty of Education, University of Cambridge, UK. She previously taught modern languages in a secondary school in England and has also taught English as a foreign language in Spain and China. Her current research interests include the development and cross-linguistic transfer of language learning strategies, and the influence of multilingual identity on foreign language learning.