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020 _a9789401003636
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024 7 _a10.1007/978-94-010-0363-6
_2doi
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072 7 _aJM
_2bicssc
072 7 _aPSY000000
_2bisacsh
072 7 _aJM
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082 0 4 _a150
_223
245 1 0 _aNew Directions for Research in L2 Writing
_h[electronic resource] /
_cedited by S. Ransdell, M.-L. Barbier.
250 _a1st ed. 2002.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2002.
300 _aX, 277 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
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490 1 _aStudies in Writing,
_x1572-6304 ;
_v11
505 0 _aAn Introduction to New Directions for Research in L2 Writing -- Critical Examination of L2 Writing Process Research -- Building an Empirically-Based Model of Efl Learners’ Writing Processes -- The Relationships Between Bilingual Children’s Reading and Writing in Their Two Languages -- Linguistic Knowledge, Metacognitive Knowledge and Retrieval Speed in L1, L2,and ELF Writing: A structural equation modelling approach -- Early Exposure to An L2 Predicts Good L1 as Well as Good L2 Writing -- The Effects Of Training a Good Working Memory Startegy on L1 And L2 Writing -- A Comparison Between Notetaking in L1 and L2 by Undergraduate Students -- Collaborative Writing in L2: The Effect of Group Interaction on Text Quality -- Investigation Learners’ Goals in the Context of Adult Second-Language Writing -- When and Why Talking Can Make Writing Harder -- A Problem-Posing Approach to Using Native Languagae Writng in English Literacy Instruction -- References -- Author Index -- List of Contributors.
520 _aGERT RIJLAARSDAM UniversityofAmsterdam & Utrecht University, the Netherlands Multilingualism is becoming the default in our global world. The present-day global citizens use different languages in different situations. Apart from their mother tongue, they learn languages that give them access to other regions, nations, and worlds. In all countries ofthe European Union, for instance, at least one foreign lan­ guage is mandatory in secondary schools. Most students are taught English as a for­ eign language, the lingua franca in Europe. In large parts of the USA, students move from Spanish to English schooling. In parts of Canada, bilingual education is stan­ dard. In Catalonia (Spain) children learn Catalonian and Spanish, in Hong Kong English and Chinese. The smaller the world becomes, the more languages are used and learned. For writing process research, this development into multilingualism entails at least two challenges. First ofall, studying the relation between writing in L1 and L2 provides an opportunity for collaborative studies, in different language settings. Second, the issue ofgeneralization of findings comes to the fore. It becomes evident now that we have unjustly neglected this issue in writing process research. We for­ got to ask whether it is feasible to talk about 'writing processes' in general, without referring to the language of the written texts, and without taking into account the educational and linguistic culture in which these texts originate.
650 0 _aPsychology.
650 0 _aPsycholinguistics.
650 0 _aCognitive psychology.
650 0 _aLinguistics.
650 1 4 _aPsychology, general.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y00007
650 2 4 _aPsycholinguistics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/N35000
650 2 4 _aCognitive Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y20060
650 2 4 _aLinguistics, general.
_0https://scigraph.springernature.com/ontologies/product-market-codes/N00000
700 1 _aRansdell, S.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aBarbier, M.-L.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9781402005398
776 0 8 _iPrinted edition:
_z9781402005381
776 0 8 _iPrinted edition:
_z9789401003643
830 0 _aStudies in Writing,
_x1572-6304 ;
_v11
856 4 0 _uhttps://doi.org/10.1007/978-94-010-0363-6
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