Children's meaning-making choices in EFL writing: The use of cohesive devices and interpersonal resources.

Autor/in	Yasuda, Sachiko
Titel	Children's meaning-making choices in EFL writing: The use of cohesive devices and interpersonal resources.
Quelle	In: System : an international journal of educational technology and applied linguistics, (2019) 85, S. 1-15Verfügbarkeit
Beigaben	Anhang; Abbildungen 4; Tabellen 12
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0346-251X
Schlagwörter	Empirische Forschung; Fremdsprachenunterricht; Englischunterricht; Schreiben; Fachunterricht; Bedeutung
Abstract	Previous research has addressed L2 writing development in relation to form (e.g., complexity, accuracy, fluency) and holistic measures. Despite the academic interest in these formal and global features, however, researchers have been dissatisfied with the measurements that typically assess writing through quantitative criteria (e.g., Ortega, 2015). What is needed is not mere numbers, but something far richer that can explain what exactly each number means in terms of writers' meaning-making attempts. This study thus aims to describe how young writers use cohesive devices and different interpersonal resources to engage the reader. The participants were Grade 5 students at a Japanese elementary school, and they came from different instructional settings: students who learn English in a Content Language Integrated Learning (CLIL) environment, and those who learn English in an EFL-only setting. The results showed that although group differences were identified between CLIL and EFL-only students in terms of formal and global features, commonalities were also detected in some of their meaning-making choices. The results imply the importance of examining the writing development of EFL writers based on what they can do in terms of meaning making, rather than based on what they cannot do in terms of form alone. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2