The Benefits of Associative Activities for Writing in German as a Foreign Language: Some Preliminary Findings

Becker, Claudia A.

doi:10.2307/3531684

Cited by 2 publications

(1 citation statement)

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“…This article, then, addresses a particularly important but surprisingly neglected area of L2 writing: actual instructional practices, which, as Leki, Cumming, and Silva (2008) note, 'has been a perplexingly overlooked and underreported aspect of research' (p. 81). While some work within FL does provide descriptions of classroom activities and their outcomes, virtually all of these works focus on writing in the more-commonly-taught languages of French (Krug, 2004;Paesani, 2006), Spanish (Armstrong & Retterer, 2008;Pérez-Sotelo & González-Bueno, 2003), and German (Becker, 2003;Byrnes, 2002;High, Hoyer, & Wakefield, 2002). Some genre-based instructional frameworks for the teaching of second language writing have also been provided in the literature (e.g.…”

Section: Introductionmentioning

confidence: 98%

Using a genre-based approach for writing instruction in a less-commonly-taught language

Yiğitoğlu

Reichelt

2012

Language Awareness

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Although a great majority of the L2 writing literature focuses on teaching Englishlanguage writing, scholars have begun to explore the teaching of writing in other second and foreign languages (FLs), including French, Spanish, German, Arabic, Japanese, and Chinese. However, to our knowledge, no work exists exploring the exigencies of teaching Turkish or Turkish-language writing in North America. This article focuses on Turkish-language instruction, especially Turkish-language writing instruction, in one US university. It describes learner characteristics, including needs and expectations, and curricular decisions, including the implementation and outcome of a genre-based approach for writing instruction. The impetus for this work is threefold: Firstly, the article attempts to address the dearth of literature on non-English FL writing, an underexamined area of L2 writing; secondly, it focuses on FL writing in a less-commonlytaught language, which is a particularly neglected area of the L2 writing literature; and finally, it focuses on instructional practices in L2 writing, an area also deserving further attention.

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