Writing to learn in FL contexts: Exploring learners' perceptions of the language learning potential of L2 writing

Language Learning and Language Teaching

Volumn 31, Issue , 2011, Pages 181-207

  Manchón, Rosa M ^a   de Larios, Julio Roca ^a  

^a UNIVERSITY OF MURCIA   (Spain)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85126845366     PISSN: 15699471     EISSN: None     Source Type: Book Series    
DOI: 10.1075/lllt.31.13man     Document Type: Chapter

References (29)

1. Allen, D. 1985. Oxford Placement Test. Oxford: OUP.
2. Cumming, A. 1990. Metalinguistic and ideational thinking in second language composing. Written Communication 7(4): 482-511.
3. Cumming, A. (ed.). 2006. Goals for Academic Writing: ESL Students and their Instructors [Language Learning & Language Teaching 15]. Amsterdam: John Benjamins.
4. DeKeyser, R. 2007. Skill acquisition theory. In Theories in Second Language Acquisition, B. Van-Patten & J. Williams (eds), 97-113. Mahwah NJ: Lawrence Erlbaum Associates.
5. Erzberger, C. & Kelle, U. 2003. Making inferences in mixed methods: The rules of integration. In Handbook of Mixed Methods in Social and Behavioural Research, A. Tashakkori & C. Teddue (eds), 457-488. Thousand Oaks CA: Sage.
6. Izumi, S. 2003. Comprehension and production processes in second language learning: In search of the psycholinguistic rationale of the Output Hypothesis. Applied Linguistics 24(2): 168-196.
7. Lee, G. & Scallet, D. L. 2008. Meeting in the margins: Effects of teacher-student relationship on revision processes of EFL college students taking a composition course. Journal of Second Language Writing 17: 165-182.
8. Leki, I., Cumming, A. & Silva, T. 2008. A Synthesis if Research on Second Language Writing in English. New York NY: Routledge.
9. Luk, J. 2008. Assessing teaching practicum reflections: Distinguishing discourse features of the 'high' and 'low' grade reports. System 36: 624-641.
10. Manchón, R. M. 2009a. Foreign Language Writing. Learning, Teaching, and Research. Bristol: Multilingual Matters.
11. Manchón, R. M. 2009b. Individual differences in foreign language writing: The dynamics of beliefs about L2 writing. RESLA 22: 245-268.
12. Manchón, R. M. 2009c. Task conceptualization and writing development in EAP: Dynamics of change in a task-based EAP course. Paper presented at the TBLT 2009 Conference, Lancaster, UK.
13. Manchón, R. M. & Roca de Larios, J. 2007. Writing-to-learn in instructed language contexts. In The Intercultural Speaker. Using and Acquiring English in Instructed Language Contexts, E. Alcón & P. Safont (eds), 101-121. Dordrecht: Springer.
14. Miles, M. B. & Huberman, A. M. 1994. Qualitative Data Analysis. Thousand Oaks CA: Sage.
15. Ortega, L. 2008. Discussant in colloquium 'L2 writing in transnational perspective: Learning-to-write and writing-to-learn dimensions', 2008 AILA Conference, Essen, Germany.
16. Ortega, L. 2009. Studying writing across EFL contexts: Looking back and moving forward. In Writing in Foreign Language Contexts: Learning, Teaching, and Research, R. M. Manchón (ed.), 232-255. Bristol: Multilingual Matters.
17. Robinson, P. 2007. Task complexity, theory of mind, and intentional reasoning: Effects on L2 speech production, interaction, uptake and perceptions of task difficulty. International Review of Applied Linguistics 45(3): 193-213.
18. Roca de Larios, J., Murphy, L., Nicolás-Conesa, F. & Naves, T. Forthcoming. Teacher cognition, classroom practice and learning outcomes in a universisty EFL writing course.
19. Sasaki, M. 2009. Changes in EFL students' writing over 3.5 years: A socio-cognitive account. In Writing in Foreign Language Contexts: Learning, Teaching and Research, R. M. Manchón (ed.), 49-76. Bristol: Multilingual Matters.
20. Schmidt, R. W. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In Attention and Awareness in Foreign Language Learning, R. W. Schmidt (ed.), 1-63. Honolulu HI: University of Hawaii Second Language Teaching and Curriculum Center.
21. Schmidt, R. 2001. Attention. In Cognition and Second Language Instruction, P. Robinson (ed.), 3-32. Cambridge: CUP.
22. Storch, N. & Wigglesworth, G. 2010. Learners' processing, uptake, and retention of corrective feedback on writing. Studies in Second Language Acquisition 32: 303-334.
23. Sheen, Y. 2010. Differential effects of oral and written feedback in the ESL classroom. Studies in Second Language Acquisition 32: 203-234.
24. Swain, M. 1985. Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Input in Second Language Acquisition, S. Gass & C. Madden (eds), 235-153. Rowley MA: Newbury House.
25. Swain, M. 1995. Three functions of output in second language learning. In Applied Linguistics. Studies in Honour of H. G. Widdowson, G. Cook & B. Seidlhofer (eds), 125-144. Oxford: OUP.
26. Swain, M. & Lapkin, S. 1995. Problems in output and the cognitive processes they generate: A step toward second language learning. Applied Linguistics 16: 371-391.
27. Tavakoli, P. 2009. Investigating task difficulty: Learners' and teachers' perceptions. International Journal of Applied Linguistics 19(1): 1-25.
28. Wolfersberger, M. A. 2007. Second Language Writing from Sources: An Ethnographic Study of an Argument Essay Task. PhD dissertation, University of Auckland.
29. Zhou, A., Bush, M., Gentil, G., Eouanzoui, K. & Cumming, A. 2006. Students' goals for ESL and university courses. In Goals for Academic Writing: ESL Students and Their Instructors [Language Learning & Language Teaching 15], A. Cumming (ed.), 29-49. Amsterdam: John Benjamins.