Loading...
Please wait, while we are loading the content...
Similar Documents
Understanding L2 Writers “At Risk”
| Content Provider | Scilit |
|---|---|
| Author | Kohls, Robert |
| Copyright Year | 2018 |
| Description | Book Name: The Routledge Handbook of Sociocultural Theory and Second Language Development |
| Abstract | This chapter examines second language (L2) writing through the lens of sociocultural theory with a particular emphasis on how this theory promises to provide new and informative ways to understand L2 writers who have been labeled as at risk for writing achievement. I begin with a short critique of the term “at risk” followed by an overview of current research of writing strategies, collaborative peer-to-peer writing, and writing support viewed through activity theory (Engeström, 1987, 1999), the zone of proximal development (ZPD) (Vygotsky, 1980), and social networking theory (Milroy, 1987; Marin & Wellman, 2011). The chapter describes how these theories provide new ways to understand the people, resources, and actions involved in writing between “novice” and “expert” writers and identifies a variety of common research methods used in L2 writing research. Recommendations for educators are also provided and include the importance of learning about students’ writing practices, involving students in collaborative writing activities, and helping students develop an awareness of the writing process and the need to see themselves as writers. The chapter concludes with a call for future research that investigates an L2 writer’s social support systems, learning opportunities, and the challenges of transitioning from high school to college.This chapter examines second language (L2) writing through the lens of sociocultural theory with a particular emphasis on how this theory promises to provide new and informative ways to understand L2 writers who have been labeled as at risk for writing achievement. It deals with a short critique of the term "at risk" followed by an overview of research of writing strategies, collaborative peer-to-peer writing, and writing support viewed through activity theory, the zone of proximal development and social networking theory. Writing research from a sociocultural perspective has been investigated in first language composition and literacy studies and has begun to eclipse cognitive-based studies in L2 writing development. The chapter describes how these theories provide new ways to understand the people, resources, and an action involved in writing between “novice” and “expert” writers and explores a variety of common research methods used in L2 writing research. It concludes with recommendations for classroom practice and suggestions for future research. |
| Related Links | https://content.taylorfrancis.com/books/download?dac=C2015-0-66778-X&isbn=9781315624747&format=googlePreviewPdf |
| Ending Page | 356 |
| Page Count | 14 |
| Starting Page | 343 |
| DOI | 10.4324/9781315624747-22 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2018-06-14 |
| Access Restriction | Open |
| Subject Keyword | Book Name: The Routledge Handbook of Sociocultural Theory and Second Language Development Language Studies Theory Writing Sociocultural Informative Ways Theories Provide Understand L2 Writers |
| Content Type | Text |
| Resource Type | Chapter |
