L2 Writing Development: Multiple Perspectives

Rosa Manchón

ISBN 10: 1934078298 / ISBN 13: 9781934078297

Published by De Gruyter Apr 2012, 2012

About this Item

This item is printed on demand - it takes 3-4 days longer - Neuware -The aim of this pioneering volume is to advance our understanding of written language learning in instructed SLA by offering a collection of empirical studies in which the contribution of diverse theoretical perspectives to our understanding of L2 writing development will be explored. As such, the book represents a further attempt to situate written language learning at the core of applied linguistics research, in general, and SLA research, in particular, hence attempting to redress the oral bias of theoretical and empirical work in these fields. It adds a further building block onto recent TESOL initiatives aimed at understanding 'development' in second and foreign language learning. Continuity from one chapter to another is provided by adherence to a consistent chapter model. The volume will be of great interest to academics in the disciplines of second/foreign language acquisition (SLA) and second/foreign language (L2) writing. 265 pp. Englisch.

Seller Inventory # 9781934078297

Bibliographic Details

• Title: L2 Writing Development: Multiple Perspectives
• Publisher: De Gruyter Apr 2012
• Publication Date: 2012
• Language: English
• ISBN 10: 1934078298
• ISBN 13: 9781934078297
• Binding: Buch
• Condition: Neu
• Dimensions: 236W x 160H x 21D millimeters 236 millimeters width by 160 millimeters height by 21 millimeters depth
• Weight: 559 grams

About this title

Synopsis

The aim of this pioneering volume is to advance our understanding of written language learning in instructed SLA by offering a collection of empirical studies in which the contribution of diverse theoretical perspectives to our understanding of L2 writing development will be explored. As such, the book represents a further attempt to situate written language learning at the core of applied linguistics research, in general, and SLA research, in particular, hence attempting to redress the oral bias of theoretical and empirical work in these fields. It adds a further building block onto recent TESOL initiatives aimed at understanding "development" in second and foreign language learning. Continuity from one chapter to another is provided by adherence to a consistent chapter model. The volume will be of great interest to academics in the disciplines of second/foreign language acquisition (SLA) and second/foreign language (L2) writing.

About the Author

Rosa M. Manchón, Universidad de Murcia, Murcia, Spain.