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Fourteen chapters researched and authored by scholars working in nine different countries and regions explore the contexts of foreign language writing pedagogy, the diversity of national and regional approaches, the role of universities, departments, and programs in pedagogy, and the cognitive and classroom dimensions of teaching and learning.

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Publié par	Parlor Press, LLC
Date de parution	23 juin 2011
Nombre de lectures	0
EAN13	9781602352278
Langue	English

Informations légales : prix de location à la page 0,0050€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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Second Language Writing
Series Editor, Paul Kei Matsuda
Second language writing emerged in the late twentieth century as an interdisciplinary field of inquiry, and an increasing number of researchers from various related fields—including applied linguistics, communication, composition studies, and education—have come to identify themselves as second language writing specialists. The Second Language Writing series aims to facilitate the advancement of knowledge in the field of second language writing by publishing scholarly and research-based monographs and edited collections that provide significant new insights into central topics and issues in the field.
Books in the Series
The Politics of Second Language Writing: In Search of the Promised Land , edited by Paul Kei Matsuda, Christina Ortmeier-Hooper, and Xiaoye You (2006)
Building Genre Knowledge , Christine M. Tardy (2009)
Practicing Theory in Second Language Writing , edited by Tony Silva and Paul Kei Matsuda (2010)
Foreign Language Writing Instruction: Principles and Practices , edited by Tony Cimasko and Melinda Reichelt (2011)

Foreign Language Writing Instruction
Principles and Practices
Edited by
Tony Cimasko and Melinda Reichelt
Parlor Press
Anderson, South Carolina
www.parlorpress.com

Parlor Press LLC, Anderson, South Carolina 29621
© 2011 by Parlor Press
All rights reserved.
Printed in the United States of America
S A N: 2 5 4 - 8 8 7 9
Library of Congress Cataloging-in-Publication Data
Foreign language writing instruction : principles and practices / edited by Tony Cimasko and Melinda Reichelt. p. cm. -- (Second language writing) Includes bibliographical references and index. ISBN 978-1-60235-224-7 (pbk. : alk. paper) -- ISBN 978-1-60235-225-4 (alk. paper) -- ISBN 978-1-60235-226-1 (adobe ebook) -- ISBN 978-1-60235-227-8 (epub)
1. English language--Study and teaching--Foreign speakers. 2. English language--Composition and exercises--Study and teaching--Foreign speakers. 3. Second language acquisition. I. Cimasko, Tony, 1969- II. Reichelt, Melinda. PE1128.A2F596 2011 418.0071--dc22 2011011272
Cover design by Paul Kei Matsuda and David Blakesley
Printed on acid-free paper.
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in paper, hardcover, and Adobe eBook formats from Parlor Press on the World Wide Web at http://www.parlorpress.com or through online and brick-and mortar bookstores. For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, SC, 29621, or email editor@parlorpress.com.

Contents
Introduction
1 Foreign Language Writing: An Overview
Melinda Reichelt
2 Reading to Write in a Foreign Language: Cognition and Task Representation
Marcela Ruiz-Funes
3 The Language Learning Potential of Writing in Foreign Language Contexts: Lessons from Research
Rosa M. Manchón
4 Foreign Language Writing in the Era of Globalization
Jean Marie Schultz
5 EFL Class in Morocco: The Role of Writing
Rachida Elqobai
6 L2 Writing Instruction in Japanese as a Foreign Language
Yukiko Abe Hatasa
7 Issues and Challenges in Teaching and Learning EFL Writing: The Case of Hong Kong
Icy Lee
8 Ideas into Words: Narrowing the Gap in Doctoral Candidates’ Academic Writing in EFL
Hadara Perpignan
9 Foreign Language Writing Instruction: A Principled Eclectic Approach in Taiwan
Hui-Tzu Min
10 Teaching English Writing in Ukraine: Principles and Practices
Oleg Tarnopolsky
11 Developing Spanish FL Writing Skills at a Netherlands University: In Search of Balance
Marly Nas and Kees van Esch
12 The Quest for Grammatical Accuracy: Writing Instruction among Foreign and Heritage Language Educators
Natalie Lefkowitz
13 Student Perceptions of Writing as a Tool for Increasing Oral Proficiency in German
Helga Thorson
14 Teaching Academic Writing to Advanced EFL Learners in China: Principles and Challenges
Wenyu Wang
Afterword
Contributors
Index for Print Edition
About the Editors

Introduction
In the last several decades, research into second language (L2) writing has grown from an adjunct of L2 speaking and listening, to a fully formed field with its own theories and interests, one that recognizes the importance of L2 writing on its own terms. However, most L2 writing research has focused primarily on writing in English as a second language (ESL), that is, writing in English in English-dominant contexts. This is despite the fact that a great deal of foreign language (FL) writing occurs around the world in a broad diversity of languages and contexts.
The purpose of this volume is to take a significant step forward in addressing this imbalance in the literature. While addressing the lack of balance between second language (primarily ESL) and FL writing literature is worthwhile in its own right, devoting greater attention to FL writing is important for reasons that have a direct bearing upon future research and pedagogy. As is noted in greater detail in the Afterword, both SL and FL writing literature can complement and enhance one another in significant ways. For example, a number of important themes, necessarily in the foreground in discussions of FL writing, are sometimes neglected in the ESL writing literature, and we hope the attention paid in this volume to these topics will stimulate further exploration of these topics in the ESL writing literature. These topics include the status of English and its relationship with other languages; the effects of broader national, economic, and social contexts on learning and practice; and institutional influences from teachers, administrators, available resources, educational goals, curriculum guidelines, organizational regulations, and other contextual circumstances. Additionally, attention to similarities and differences between principles and practices involved in teaching ESL and FL writing can help fill gaps in the FL writing literature, including but not limited to FL-specific theoretical work and exploration of multilingual/multicultural identity construction.
Both teachers and researchers in the field of foreign language writing will find this collection useful. We believe the field of L2 writing will benefit from recognizing the continuing importance of issues related to writing in English as a foreign language—as well as other foreign languages being taught around the world. Likewise, we hope this book will also be helpful for those who are focused on second language studies, rather than foreign language studies, bringing them new perspectives on L2 writing and thus providing insights beyond those that have already been provided by the research and other literature on ESL writing.
Overview
This book is divided into four main sections. Foreign language writing in the real world does not organize itself into such neat and discrete categories, however; the reader will see significant overlaps between the interests and methodologies of the individual writers. In part, this represents the shared resources of instructors and researchers working across different languages. It also represents the influence research has on contemporary pedagogy, and the dependence of research upon findings in individual learning experiences.
The State of Foreign Language Writing Studies : Part I provides a portrait of the state of current FL writing literature. Like second language writing and mainstream rhetoric and composition, contemporary interests in FL writing are diverse, taking multiple, complementary perspectives that provide a richer view of FL learning and teaching. This section explores the contextual factors that influence FL writing around the world. Additionally, it describes the cognitive dimensions of FL writing, the instrumental role of writing in FL learning, and the implications of globalization for FL writing and pedagogy.
As Melinda Reichelt notes in chapter 1, pedagogical approaches to FL writing are shaped to a significant degree by a range of local, contextual factors. These include the role and status of the target language in the broader teaching environment; students’ purposes for learning the language; economic, historical, and political factors; and local educational practices, including practices related to FL teaching and first language (L1) literacy instruction. In addition to presenting FL writing instruction from this context-based perspective, Part I of this volume explores the role of cognition in FL writing. In chapter 2, Marcela Ruiz-Funes provides an overview of the work on cognition in reading-to-write in foreign languages, drawing on research from L1 and L2 studies as a framework for her own research into US-based Spanish student writers. Part I of this volume also examines the ppotential of FL writing to foster target language learning. As Rosa Manchón argues in chapter 3, empirical evidence suggests FL writing provides several important functions related to overall target language learning. These include a noticing function that allows learners to monitor their own output and to focus their attention on input; a hypothesis testing function that allows learners to judge their own production; and a metalinguistic function that Manchón says, quoting Swain, “forces the learner to pay attention to the means of expression needed in order to successfully convey his or her own intended meaning.” In chapter 4, Jean Marie Schultz also praises FL writing for its potential to