Literaturnachweis - Detailanzeige
| Autor/in | Maxim, Hiram H. |
|---|---|
| Titel | A longitudinal case study of curriculum-based L2 writing development. |
| Quelle | In: System : an international journal of educational technology and applied linguistics, (2021) 96, S. 1-17 |
| Beigaben | Abbildungen 6; Literaturangaben; Tabellen 5 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0346-251X |
| Schlagwörter | Fallstudie; Langzeituntersuchung; USA; Schreiben; Fallstudie; Deutsch als Fremdsprache; Schreiben; USA |
| Abstract | In light of the long-term support needed for L2 writing development (Byrnes et al., 2010), this article presents a multi-year longitudinal case study of three L2 learners who completed three consecutive instructional levels of German in an articulated undergraduate program at a U.S. university. The article begins by contextualizing the study in terms of the SFL-informed literacy-oriented curriculum, wherein writing development is driven by the use of sequenced genre-based writing tasks throughout the four-year program. Next, a triangulated analysis is conducted of the three learners' performances on these writing tasks according to (a) traditional syntactic complexity variables (e.g., mean length of sentence; mean length of clause); (b) SFL-based measures of learners' emergent meaning-making (e.g., transitivity development; taxis; thematization patterns); and (c) learner interviews. Individual differences and similarities across curricular levels are reported and also correlated with a larger cohort who completed the same tasks (n = 117). Emphasis is placed on the varied development within an articulated program of study that has clear goals for learners' writing performance across the curriculum. Learners' reactions to the genre-based pedagogy and curricular sequencing are also presented. Last, implications of these findings for building models of collegiate L2 writing instruction are discussed. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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