Writing and language learning : advancing research agendas / edited by Rosa M. Manchón
Tipo de material: TextoIdioma: Inglés Series Language learning & language teaching ; 56Detalles de publicación: Amsterdam : Jhon Benjamins, 2020 Descripción: VII, 432 p. ; 24 cmISBN: 9789027207753Tema(s): Lenguaje -- Adquisición | Lenguas -- Estudio y enseñanzaResumen: The current volume aspires to add to previous research on the connection between writing and language learning from a dual perspective: It seeks to reflect current progress in the domain as well as to foster future developments in theory and research. The theoretical postulations contained in Part I identify and expand in novel ways the diverse lenses through which the varied, multi-faceted dimensions of the connection between writing and language learning can be explored. The methodological reflections put forward in Part III signal theoretically-grounded and pedagogically-relevant paths along which future empirical work can grow. The empirical studies reported in Part II illuminate the myriad of individual, educational, and task-related variables that (may) mediate short-term and long-term language learning outcomes. These studies examine diverse forms of writing, performed in varied environments (including pen-and-paper and digital writing), conditions (writing individually and/or collaboratively), and instructional settings (academic settings – including secondary school and college level institutions – as well as out-of-school contexts)Tipo de ítem | Biblioteca de origen | Signatura | Estado | Fecha de vencimiento | Código de barras | Reserva de ítems |
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Monografías | 06. BIBLIOTECA HUMANIDADES | 80-07/WRI (Navegar estantería(Abre debajo)) | Disponible Ubicación en estantería | Bibliomaps® | 3744848816 |
The current volume aspires to add to previous research on the connection between writing and language learning from a dual perspective: It seeks to reflect current progress in the domain as well as to foster future developments in theory and research. The theoretical postulations contained in Part I identify and expand in novel ways the diverse lenses through which the varied, multi-faceted dimensions of the connection between writing and language learning can be explored. The methodological reflections put forward in Part III signal theoretically-grounded and pedagogically-relevant paths along which future empirical work can grow. The empirical studies reported in Part II illuminate the myriad of individual, educational, and task-related variables that (may) mediate short-term and long-term language learning outcomes. These studies examine diverse forms of writing, performed in varied environments (including pen-and-paper and digital writing), conditions (writing individually and/or collaboratively), and instructional settings (academic settings – including secondary school and college level institutions – as well as out-of-school contexts)
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