Composing a Narrative Story in a Third Language: Multilinguals' Reliance on Multiple Languages in an L3 Linguistic Task

Autor/in	Pap, Emese Boksay
Titel	Composing a Narrative Story in a Third Language: Multilinguals' Reliance on Multiple Languages in an L3 Linguistic Task
Quelle	In: International Journal of Bilingual Education and Bilingualism, 19 (2016) 2, S.153-168 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1037716
Schlagwörter	Hungarian; Romance Languages; Language of Instruction; Multilingualism; Second Language Learning; Foreign Countries; Protocol Analysis; Pictorial Stimuli; Writing (Composition); English (Second Language); Native Language; Metacognition; Writing Processes; Language Usage; Secondary School Students; Student Attitudes; Interviews; Statistical Analysis; Questionnaires; Romania + Suchen Sie Ihr Suchwort? Ungar; Ungarisch; Romanische Sprache; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Ausland; Fantasieanregung; Schreibübung; English as second language; English; Second Language; Englisch als Zweitsprache; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sprachgebrauch; Sekundarschüler; Schülerverhalten; Interviewing; Interviewtechnik; Statistische Analyse; Fragebogen; Rumänien
Abstract	This paper reports on the results of an exploratory study that employed the concurrent think-aloud method to investigate narrative text-creating strategies of multilingual Transylvanian-Hungarians in English, their third language. The study explored the participants' reliance on their different languages as they composed a story in English based on a series of wordless pictures. The study gave special attention to the role of the participants' language of education in the composition process. It also looked at the mental processes for creating content in their third language. Study participants were Hungarian-Romanian bilingual students at two Transylvanian schools whose language of education was Romanian at one and Hungarian at the other. Study findings appear to suggest that the languages used by multilinguals have distinct roles in the process of tackling a composition task in a third-language text. While composing the target language text, study participants used their first language mostly for task identification and self-regulation, and employed their second language, Romanian, mainly as linguistic assistance in the process of creating the target language content. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01