Literaturnachweis - Detailanzeige
Autor/in | Payant, Caroline |
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Titel | Exploring Multilingual Learners' Writing Practices during an L2 and an L3 Individual Writing Task |
Quelle | In: Canadian Modern Language Review, 76 (2020) 4, S.313-334 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0008-4506 |
Schlagwörter | Multilingualism; Bilingualism; Second Language Learning; Second Language Instruction; Essays; Persuasive Discourse; Teaching Methods; Academic Language; Accuracy; Native Language; Transfer of Training; Writing (Composition); Spanish; French; English; English (Second Language); Recall (Psychology); Interference (Language); Task Analysis Mehrsprachigkeit; Multilingualismus; Bilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Training; Transfer; Ausbildung; Schreibübung; Spanisch; Französisch; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Abberufung; Aufgabenanalyse |
Abstract | Second language (L2) writing researchers have demonstrated that bilingual writers draw on their native language to fulfill task requirements. A growing number of individuals are learning a language beyond their second, and, despite an increased interest in third/additional language (L3/Ln) development, few empirical studies have considered writing practices from a plurilingual lens. To fill this gap, nine multilingual writers (Spanish/French/English) completed two individual writing tasks (argumentative essays), one in French and one in English. The stimulated-recall interview data confirms that writing is a plurilingual activity. The participants drew on their cumulative linguistic repertoire to generate ideas, to structure their essays, and to reflect on language; however, for lexical reflections, their additional knowledge, rather than facilitate lexical accuracy, appeared to interfere with their writing experience. The findings, discussed from a plurilingual lens, confirm that individuals have fluid and partial competences of various languages which support them during academic writing tasks. Implications for cross-linguistic pedagogy are discussed. (As Provided). |
Anmerkungen | University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |