ISBN: 9783631862971 - training multilingual writing strategies in higher education: multilingual approaches to writing-to-learn in discipline-specific courses (textproduktion und medium, band 20) (8 Ergebnisse)

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gebundener Originalpappband. Zustand: Wie neu. 1. Auflage. 352 Seiten : 64 Illustrationen ; 21 cm x 14.8 cm, 524 g Sehr sauber und frisch erhalten, keinerlei Einträge.List of tables. 15 List of abbreviations. 17 1 Introduction and objectives. 19 2 Writing as an epistemic tool. 31 2.1 Remarks: Researching writing as an epistemic tool. 34 2.1.1 Example: Reporting Wiley and Voss (1999). 35 2.1.2 Example: Feedback and assessment in research designs . 41 2.2 Similarities between writing and learning. 43 2.3 Writing in accordance with genre conventions . 44 2.4 Writing as problem-solving. 45 2.5 Writing as discovery. 47 2.6 Writing as a tool for fostering metacognitive awareness. 49 2.7 Empirical assessment of possible writing activities. 50 2.7.1 Guided freewriting assignments . 51 2.7.2 Types of source-based writing assignments. 53 2.8 Relevant factors in writing instruction . 55 2.8.1 Type oflearning goal and oflearning outcome assessment. 55 2.8.2 Institutional factors. 57 2.8.3 Prior knowledge. 58 2.8.4 Beliefs and attitudes. 60 2.8.5 Familiarity with the task environment. 67 2.9 Summary 3 Modelling writing and writing skills acquisition. 73 3.1 Models of writing. 73 3.1.1 Hayes (2012) . 74 3.1.2 Leijten et al. (2014) . 77 3.1.3 Gopferich (2008b, 2015) . 79 3.2 Classifying sub-processes of writing in think-aloud protocols . 81 3.3 Models of writing skills acquisition. 86 3.3.1 The five-stage model by Bereiter (1980) . 86 3.3.2 McCutchen's capacity theory of writing (2000) . 88 3.3.3 Stages in cognitive development: Kellogg (2008) . 91 3.4 Models of academic writing skills acquisition. 93 3.4.1 Pohl (2010). 95 3.4.2 Steinhoff (2007). 96 4 The multilingual mind. 99 4.1 Terminological clarification . 99 4.2 Modeling multilingualism . 105 4.2.1 Theories of multicompetence . 106 4.2.2 Modelling multilingualism from a social justice perspective . 110 4.2.3 Differentiating between native and learner varieties. Ill 5 Developing writing skills in the multilingual mind. 113 5.1 Foreign-language processing interference with cognitive processes . 114 5.1.1 FL proficiency and FL type . 122 5.1.2 Language-switching habits and translation skills. 125 5.1.3 Task complexity and sub-process of writing . 131 6 Empirical investigation. 135 6.1 Survey development .6.2 Course design and multilingual practices. 152 6.3 Writing assignments and experimental design. 158 6.3.1 Writing fellows and feedback. 161 6.4 Recorded writing sessions . 163 6.4.1 Justification for think-aloud design. 166 6.5 The course participants. 172 6.6 Data analysis. 175 6.6.1 Assessment of text quality. 176 6.6.2 Analysis of the participants'think-aloud protocols . 186 6.6.3 Determining language usage. 207 7 Results. 213 7.1 Process data. 213 7.2 Survey data . 237 7.3 Relationships between language use and text quality. 242 7.4 Possible groupings . 254 7.5 Case studies . 270 7.5.1 Multilingual group: SD62 . 272 7.5.2 Multilingual group: ES02 . 273 7.5.3 Multilingual group: EV72 . 275 7.5.4 Multilingual group: NK20 . 276 7.6 Summary 8 Discussion. 281 8.1 Findings . 281 8.1.1 Process data . 281 8.1.2 Survey data. 288 8.1.3 Text quality . 297 8.1.4 Possible groupings . 301 8.1.5 Case studies. 8.2 Additional pedagogical remarks. 306 8.2.1 Comprehension or production problems. 306 8.2.2 Resorting to dictionaries and additional resources. 310 8.3 Methodological considerations. 311 8.3.1 Possible additions to the data set . 311 8.3.2 Possible alternatives for data analysis. 315 9 Teaching recommendations and conclusion. 319 References. 325 Index. ISBN 9783631862971 Sprache: Englisch Gewicht in Gramm: 565. …

HRD. Zustand: New. New Book. Shipped from UK. Established seller since 2000.

gebundener Originalpappband. Zustand: Wie neu. 1. Auflage. 352 Seiten : 64 Illustrationen ; 21 cm x 14.8 cm, 524 g Sehr sauber und frisch erhalten, keinerlei Einträge. -- Table of Contents -- List of Figures -- List of tables -- List of abbreviations -- 1 Introduction and objectives -- 2 Writing as an epistemic tool -- 2.1 Remarks: Researching writing as an epistemic tool -- 2.1.1 Example: Reporting Wiley and Voss (1999) -- 2.1.2 Example: Feedback and assessment in research designs -- 2.2 Similarities between writing and learning -- 2.3 Writing in accordance with genre conventions -- 2.4 Writing as problem-solving -- 2.5 Writing as discovery -- 2.6 Writing as a tool for fostering metacognitive awareness -- 2.7 Empirical assessment of possible writing activities -- 2.7.1 Guided freewriting assignments -- 2.7.2 Types of source-based writing assignments -- 2.8 Relevant factors in writing instruction -- 2.8.1 Type of learning goal and of learning outcome assessment -- 2.8.2 Institutional factors -- 2.8.3 Prior knowledge -- 2.8.4 Beliefs and attitudes -- 2.8.5 Familiarity with the task environment -- 2.9 Summary -- 3 Modelling writing and writing skills acquisition -- 3.1 Models of writing -- 3.1.1 Hayes (2012) -- 3.1.2 Leijten et al. (2014) -- 3.1.3 Göpferich (2008b, 2015a) -- 3.2 Classifying sub-processes of writing in think-aloud protocols -- 3.3 Models of writing skills acquisition -- 3.3.1 The five-stage model by Bereiter (1980) -- 3.3.2 McCutchen's capacity theory of writing (2000) -- 3.3.3 Stages in cognitive development: Kellogg (2008) -- 3.4 Models of academic writing skills acquisition -- 3.4.1 Pohl (2010) -- 3.4.2 Steinhoff (2007) -- 4 The multilingual mind -- 4.1 Terminological clarification -- 4.2 Modeling multilingualism -- 4.2.1 Theories of multicompetence -- 4.2.2 Modelling multilingualism from a social justice perspective -- 4.2.3 Differentiating between native and learner varieties -- 5 Developing writing skills in the multilingual mind -- 5.1 Foreign-language processing interference with cognitive processes -- 5.1.1 FL proficiency and FL type -- 5.1.2 Language-switching habits and translation skills -- 5.1.3 Task complexity and sub-process of writing -- 6 Empirical investigation -- 6.1 Survey development -- 6.1.1 Statistical analysis -- 6.2 Course design and multilingual practices -- 6.3 Writing assignments and experimental design -- 6.3.1 Writing fellows and feedback -- 6.4 Recorded writing sessions -- 6.4.1 Justification for think-aloud design -- 6.5 The course participants -- 6.6 Data analysis -- 6.6.1 Assessment of text quality -- 6.6.2 Analysis of the participants' think-aloud protocols -- 6.6.3 Determining language usage -- 7 Results -- 7.1 Process data -- 7.2 Survey data -- 7.3 Relationships between language use and text quality -- 7.4 Possible groupings -- 7.5 Case studies -- 7.5.1 Multilingual group: SD62 -- 7.5.2 Multilingual group: ES02 -- 7.5.3 Multilingual group: EV72 -- 7.5.4 Multilingual group: NK20 -- 7.6 Summary -- 8 Discussion -- 8.1 Findings -- 8.1.1 Process data -- 8.1.2 Survey data -- 8.1.3 Text quality -- 8.1.4 Possible groupings -- 8.1.5 Case studies -- 8.2 Additional pedagogical remarks -- 8.2.1 Comprehension or production problems -- 8.2.2 Resorting to dictionaries and additional resources -- 8.3 Methodological considerations -- 8.3.1 Possible additions to the data set -- 8.3.2 Possible alternatives for data analysis -- 9 Teaching recommendations and conclusion -- References -- Index -- Series index. ISBN 9783631862971 Sprache: Englisch Gewicht in Gramm: 565.…

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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book provides a research-driven discussion of how the epistemic potential of multilingual writing strategies can be conceptualized, investigated, and leveraged in higher education. Research results are reported from an intervention study in two discipline-specific, writing-intensive HE content courses. The study triangulates survey data with think-aloud & screen-recording data and with product data in a pre/post design. Based on the research findings, the book details a multilingual teaching framework in which a translanguaging approach is enhanced with instructional practices from translation training.; Dissertationsschrift.…