Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing

Manchón, Rosa M.

doi:10.1075/lllt.31.03man

Cited by 48 publications

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“…Some L2 scholars therefore differentiate between writing to learn content and writing to learn language (Manchón, 2011a). It can be argued, however, that the distinction between the three categories learning to write, writing to learn content and writing to learn language is useful primarily in order to make the different aspects of writing visible, and to identify the main objective of a writing task.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…From the task formulations we see that students are expected to produce a great variety of text When it comes to writing to learn language and learning to write, this is, of course, addressed by the fact that students are required to produce a number of texts. Since all writing is an "interaction of purposes" student writing will, inevitably, help them develop their language skills and their proficiency as writers of English (Manchón, 2011a). A few assignments require that students get feedback either from the course instructor or a fellow student on one or even two early versions of their text.…”

Section: The Writing Assignmentsmentioning

confidence: 99%

“…In the actual writing situation, the different dimensions may be worked with simultaneously, and all types of writing might certainly involve the development of language skills. In fact, it can be argued that all writing in a foreign language represents an "interaction of purposes" (Manchón, 2011a).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Along with oral skills, reading, digital skills and numeracy, writing is described as a "basic skill" which is central in the learners' work to master the foreign language. This dual perspective on writing is often summed up in the literature as learning to write and writing to learn (Manchón, 2011a).…”

Section: Introductionmentioning

confidence: 99%

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Writing in EFL teachers’ education

Lund

2014

ADNO

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: The Writing Assignmentsmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Writing in EFL teachers’ education

Lund

2014

ADNO

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“…Nonetheless, researchers have recently asserted that according to several theoretical approaches, we may expect writing (Manchón, 2011;Williams, 2012), and moreover, WCF (Bitchener, 2012;Ferris, 2010;Polio, 2012;Van Beuningen, 2010), to further second language acquisition. For example, according to skill acquisition theorists, systematic, repeated retrieval and use of explicit grammar rules develop automatized L2 knowledge, and WCF may hone this process.…”

Section: Introductionmentioning

confidence: 99%

Direct vs. Indirect Written Corrective Feedback: Student Perceptions

Westmacott

2017

Íkala

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Studies have shown that most teachers give written corrective feedback to written work in ELT, and that students wish to receive it. However, the debate regarding which type of feedback may be more effective is far from settled. This study reports on action research carried out with intermediate learners in a Chilean university. The teacher/researcher changed from providing direct to indirect, coded feedback and explored the responses of six learners to the two types of feedback. The data collected point to how the learning context and individual differences affected responses. Most students in this EFL setting claimed indirect feedback was more useful as it prompts deeper cognitive processing and learning. There was evidence it may also help reinforce grammatical knowledge and encourage autonomous learning behaviour.

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Second language learning and teaching: From theory to a practical checklist

Dubiner

2018

TESOL Journal

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Over the past several decades, applied linguistics and second language (L2) acquisition and teaching have been areas of prolific research and have undergone continual development. The purpose of this article is to identify essential themes in the field of applied linguistics, focusing more intensely on teaching and learning second languages in a classroom setting. Given that the current professional literature enjoys a vast selection of high‐quality, comprehensive books on second language acquisition, the purpose of this article is to provide a concise yet overarching summary of the most pivotal aspects of second language acquisition research and their implementation in L2 teaching. The article provides theoretical background on linguistic factors involved in L2 learning (exposure and input, output, vocabulary, repetition, and automaticity) and extralinguistic factors (attitudes, motivation, culture, and the teaching/learning experience). Following the description of the theoretical background, pedagogical implications are suggested for each of the theoretical points covered. The discussion is situated in the framework of 21st‐century multilingualism in general and translanguaging approaches in particular.

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Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing

Cited by 48 publications

References 0 publications

Writing in EFL teachers’ education

Writing in EFL teachers’ education

Direct vs. Indirect Written Corrective Feedback: Student Perceptions

Second language learning and teaching: From theory to a practical checklist

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