Collaborative Writing in L2 Classrooms

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 ...

Author: Neomy Storch

Publisher: Multilingual Matters

ISBN: 9781847699954

Category: Language Arts & Disciplines

Page: 211

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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.

Digital L2 Writing Literacies

offers an up-to-date overview of digital writing in L2 contexts and illustrates how digital media have expanded the options for research and teaching language and writing in particular.

Author: Idoia Elola

Publisher: Frameworks for Writing

ISBN: 1781796939

Category: Composition (Language arts)

Page: 250

View: 754

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Digital L2 Writing Literacies offers an up-to-date overview of digital writing in L2 contexts and illustrates how digital media have expanded the options for research and teaching language and writing in particular. Written by two of the leading educators and researchers in the field, this volume offers a comprehensive review of the literature along with cutting-edge theoretical perspectives on multilingual and multimodal composing for those conducting research and practical ideas for curriculum and instruction for those working with multilingual students in second language, foreign language, and heritage language classrooms. The main chapters provide the necessary background of definitions, key research findings and descriptions of practices, along with detailed sample learning projects and ideas for reflection and discussion that those involved in L2 writing should find interesting and relevant. The authors begin with a wide-ranging review of digital tools and environments and how these are influencing communicative practices and written genres. They address how those tools and environments encourage interactive and collaborative writing in online environments, present innovative multimodal forms of composing such as digital storytelling, and provide new avenues and modes for expression of multilingual writer voice and identity. They further discuss how feedback, revision, and assessment practices for L2 writing must change to reflect the changing processes and products of digital composing. At the end of the book, the authors provide a model of theoretical and pedagogical factors that impact digital L2 writing and include a future-oriented discussion of L2 writing and digital practices in the 21st century, making for a stimulating set of implications and take-away messages to ponder. As the most comprehensive and current state-of-the-art treatment of its subject matter, Digital L2 Writing Literacies: Directions for Classroom Practice is simply the must-read book for all those with an interest in L2 digital writing and language teaching.

Classroom Writing Assessment and Feedback in L2 School Contexts

While assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how effective classroom assessment and feedback can provide a solid foundation for ...

Author: Icy Lee

Publisher: Springer

ISBN: 9789811039249

Category: Education

Page: 157

View: 202

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While assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how effective classroom assessment and feedback can provide a solid foundation for the successful teaching and learning of writing. Drawing upon current educational and L2 writing theories and research, the book is the first to address writing assessment and feedback in L2 primary and secondary classrooms, providing a comprehensive, up-to-date review of key issues, such as assessment for learning, assessment as learning, teacher feedback, peer feedback, portfolio assessment, and technology enhanced classroom writing assessment and feedback. The book concludes with a chapter on classroom assessment literacy for L2 writing teachers, outlines its critical components and underscores the importance of teachers undertaking continuing professional development to enhance their classroom assessment literacy. Written in an accessible style, the book provides a practical and valuable resource for L2 writing teachers to promote student writing, and for teacher educators to deliver effective classroom writing assessment and feedback training. Though the target audience is school teachers, L2 writing instructors in any context will benefit from the thorough and useful treatment of classroom assessment and feedback in the book.

Synchronous Computer mediated Collaborative Writing in the ESL Classroom

Sociocultural theory and the second language classroom : The lesson of
Strategic Interaction . In J. Alatis ( ed . ) , Strategic interaction and language
acquisition : theory , practice , and research ( pp . 220-233 ) . Washington , D.C .:
Georgetown ...

Author: Allyssa Blythe Chamberlain

Publisher:

ISBN: MSU:31293030634822

Category: Electronic dissertations

Page: 248

View: 579

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Second Language Writing

Provides an accessible, comprehensive and practical introduction to current theory and research in second language writing and their classroom applications.

Author: Ken Hyland

Publisher: Cambridge University Press

ISBN: 9781108470711

Category: Education

Page: 360

View: 747

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Provides an accessible, comprehensive and practical introduction to current theory and research in second language writing and their classroom applications.

Learning to write and Writing to learn in an Additional Language

Bridges the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing.

Author: Rosa Manchón

Publisher: John Benjamins Publishing

ISBN: 9789027213037

Category: Foreign Language Study

Page: 263

View: 375

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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

Peer Response in Second Language Writing Classrooms

Collaborative learning theories have had a major impact on L1 writing instruction
and more recently have begun to have an impact on both theoretical and
pedagogical aspects of L2 writing . Research in L1 writing has found numerous ...

Author: Jun Liu

Publisher: University of Michigan Press ELT

ISBN: UOM:39015055827110

Category: Foreign Language Study

Page: 182

View: 480

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Peer response in which students work together to provide feedback on one another's writing in both written and oral formats through active engagement with each other's progress over multiple drafts, has been discussed in L2 writing literature since the early 1980s. While peer response activities have now become a common feature of L2 writing instruction, much of the research in peer response studies presents conflicting data. There is a need for a comprehensive survey of it in an effort to help teachers sort out what may or may not be useful to them in the classroom. Peer Response in Second Language Writing Classrooms was written to fill that void. Peer Response in Second Language Writing Classrooms will provide teachers with practical guidelines for making peer response effective in the classroom and will offer a theoretical grounding on the purposes and importance of peer review, or feedback, as it relates to current writing instruction pedagogy.

Peer Response in Second Language Writing Classrooms Second Edition

The volume includes 11 forms useful in training students to provide good peer feedback, including a final checklist to ensure teachers have taken all the necessary steps to achieve a successful peer feedback activity.

Author: Jette Hansen Edwards

Publisher: University of Michigan Press

ISBN: 9780472036929

Category: Language Arts & Disciplines

Page: 192

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Since the publication of the first edition in 2002, there have been two major developments in L2 writing and peer response teaching and research. The first is the increased interest in CALL and computer-mediated communication (CMC) for L2 pedagogy; the second is the accessibility and viability of research on L2 peer response from all over the world. Both developments are thoroughly addressed in this new edition. Now that classes are as likely to be online as held in physical classrooms and now that a new generation of digital natives can routinely read and respond to what others write via laptops, tablets, and phones, peer response as pedagogical practice is not just more easily implemented, but it is more likely to feel natural to L2 learners. The Second Edition is a highly accessible guide to how the world is using peer response and serves as a motivator and facilitator for those who want to try it for the first time or want to increase the effectiveness of the activities—whether via CMC or not. The volume includes 11 forms useful in training students to provide good peer feedback, including a final checklist to ensure teachers have taken all the necessary steps to achieve a successful peer feedback activity.

Strategic and Interactive Writing Instruction SIWI

Kuiken & Vedder ( 2002 ) discuss how collaborative writing in L2 classrooms can
lead to student writing that is higher quality . The student interaction that occurs in
a collaborative environment about language production prompts the learner to ...

Author: Kimberly A. Wolbers

Publisher:

ISBN: MSU:31293029560038

Category: Deaf

Page: 466

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Beyond Barriers Fresh Frontiers

have also investigated students' perceptions about peer feedback in the writing
process and the socio-cognitive ... learner-centredness and collaborative
learning for L2 classrooms besides underscoring the potential for collaborative
language ...

Author: Rosli Talif

Publisher:

ISBN: 9833455018

Category: Language and languages in literature

Page: 226

View: 559

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Indonesian English as a foreign language EFL Learners Experiences in Collaborative Writing

"Collaborative writing has been claimed to offer potential benefits for language learners in that it affords them wide opportunities to learn by using the language.

Author: Yanti Sri Rezeki

Publisher:

ISBN: OCLC:950472547

Category: English language

Page: 280

View: 134

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"Collaborative writing has been claimed to offer potential benefits for language learners in that it affords them wide opportunities to learn by using the language. Nevertheless, research exploring the ways in which learners understand and experience collaborative writing is still scant, especially in the English as a foreign language (EFL) context. The present study aims at filling this gap. Specifically, it explores Indonesian EFL undergraduate students' experiences in collaborative writing and the ways they make meaning out of these experiences in a qualitative case study using a theoretical framework of sociocultural theory (SCT) and writing as social practice theory. It focuses on four students and the instructor of an essay writing class. Data for the study were collected through individual interviews, participant observations, and document collection, and analyzed by using grounded theory methods. This study provided rich insights into EFL students' understanding and meaning making of their collaborative writing experiences. Specifically, it showed that collaborative writing afforded learners opportunities to learn English and to write in English through social interactions. Additionally, it revealed the difficulties learners encountered when writing collaboratively and the affordances of learning social values and skills while writing with their peers. Finally, the study provided evidence of the influencing factors of collaborative writing, including types of peers, affect/emotions, power dynamics, Indonesian social and cultural norms and values, prior knowledge of English, and experiences with various literacy practices in specific community of practice. This study shed lights onto the growing body of L2 collaborative writing literature and research. It expanded methods and theories that could be used to study collaborative writing and the ways it could be better implemented in EFL language classrooms."--Abstract.

Collaborative Writing

Nuclear Sentences : Teaching Cohesion to L2 Business Writers . ” The Bulletin of
the Association ... In Focus on Collaborative Learning : Classroom Practices in
Teaching English , 1988 , edited by Jeff Golub , 105 – 07 . Urbana , IL : National ...

Author: Bruce W. Speck

Publisher: Greenwood

ISBN: UCSC:32106016788934

Category: Language Arts & Disciplines

Page: 390

View: 185

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Collaborative writing has attracted much attention in the last 25 years, though it eludes clear definition. In its simplest sense, it is writing done by more than one person. But in a broader sense, even a work by one author involves collaboration: the author typically builds on the work of others, and the author's writing is generally revised in light of the comments of reviewers. This bibliography includes annotated entries for nearly 1000 articles and books on collaborative writing published between the early 1970s and 1997. The bibliography is divided into two broad parts on collaborative writing in academic and nonacademic settings. Within each part, entries are grouped in topical sections. Author and subject indexes allow easy access to the entries.

Connecting Speaking Writing in Second Language Writing Instruction

The importance of teaching reading and writing together has been established; now, we have a compelling argument for rethinking and reclaiming the speaking and writing connection.

Author: Robert Weissberg

Publisher: University of Michigan Press ELT

ISBN: UOM:39015079156496

Category: Foreign Language Study

Page: 171

View: 280

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The importance of teaching reading and writing together has been established; now, we have a compelling argument for rethinking and reclaiming the speaking and writing connection.

Investigating Tasks in Formal Language Learning

This book brings together research that makes use of tasks to examine oral interaction, written production, vocabulary and reading, lexical innovation and pragmatics in different formal language learning contexts and in different languages ...

Author: Mar?a Del Pilar Garc?a Mayo

Publisher: Multilingual Matters

ISBN: 9781853599262

Category: Language Arts & Disciplines

Page: 267

View: 735

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This book brings together research that makes use of tasks to examine oral interaction, written production, vocabulary and reading, lexical innovation and pragmatics in different formal language learning contexts and in different languages (English, French, German, Italian and Spanish). It will be of interest to professionals and students working in SLA research and language pedagogy.

The Handbook of Classroom Discourse and Interaction

Offering an interdisciplinary approach, The Handbook of Classroom Discourse and Interaction presents a series of contributions written by educators and applied linguists that explores the latest research methodologies and theories related ...

Author: Numa Markee

Publisher: John Wiley & Sons

ISBN: 9781118531167

Category: Language Arts & Disciplines

Page: 560

View: 401

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Offering an interdisciplinary approach, The Handbook ofClassroom Discourse and Interaction presents a series ofcontributions written by educators and applied linguists thatexplores the latest research methodologies and theories related toclassroom language. • Organized to facilitate a critical understanding ofhow and why various research traditions differ and how they overlaptheoretically and methodologically • Discusses key issues in the future development ofresearch in critical areas of education and applied linguistics • Provides empirically-based analysis of classroomtalk to illustrate theoretical claims and methodologies • Includes multimodal transcripts, an emerging trendin education and applied linguistics, particularly in conversationanalysis and sociocultural theory

CALICO Journal

In R . R . Day ( Ed . ) , Talking to learn : Conversation in second language
acquisition ( pp . 237 - 326 ) ... Computers and collaborative writing in the foreign
language curriculum . ... Instruction and the development of questions in L2
classrooms .

Author:

Publisher:

ISBN: UOM:39015063392701

Category: Language and languages

Page:

View: 345

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Expertise in Second Language Learning and Teaching

In this volume, methodologies for establishing what constitutes expert practice are discussed and the contributions address the fields of listening, reading, writing, speaking and communication strategies, looking at common characteristics ...

Author: K. Johnson

Publisher: Springer

ISBN: 9780230523470

Category: Education

Page: 258

View: 483

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Understanding what constitutes expertise in language learning and teaching is important for theoretical reasons related to psycholinguistic, and applied linguistic, enquiry. It also has many significant applications in practice, particularly in relation to the training and practice of language teachers and improvements in students' strategies of learning. In this volume, methodologies for establishing what constitutes expert practice are discussed and the contributions address the fields of listening, reading, writing, speaking and communication strategies, looking at common characteristics of the 'expert teacher' and the 'expert learner'.

The Oral literate Connection

Perspectives on L2 Speaking, Writing, and Other Media Interactions Diane
Dewhurst Belcher, Alan Hirvela. Goldschneider ... The role of writing in classroom
second language acquisition . Journal of ... ( 2001 ) . How collaborative is pair
work ?

Author: Diane Dewhurst Belcher

Publisher: University of Michigan Press ELT

ISBN: UOM:39015079156827

Category: Education

Page: 332

View: 306

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The Oral-Literate Connection: Perspectives on L2 Speaking, Writing, and Other Media Interactionspresents the most current insights from research and theory on the numerous ways in which L2 speaking and writing support and enhance each other. Contributors to this collection not only report on recent research and theoretical developments but also on state-of-the-art pedagogical practices linking oral skills and literacy. Although research and theory are informed by practice throughout the text's four parts, the thematic organization proceeds from more theoretical and research-oriented issues to more classroom-based perspectives: § Theory and research on the interaction between speaking and writing § How speaking scaffolds writing § How writing scaffolds speaking § How technology bridges speaking and writing This volume offers readers both a compelling rationale for connecting speaking and writing in the L2 classroom and an informed means of making these connections. A wide array of theoretical and classroom-oriented topics is offered, ranging from sociocultural and second-language acquisition theory to classroom concordancing and blogging. The book has a foreword by John M. Swales and an Afterword by Paul Kei Matsuda.

Writing in Context s

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 ...

Author: Triantafillia Kostouli

Publisher: Springer Science & Business Media

ISBN: 9780387242507

Category: Education

Page: 280

View: 246

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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.