This book represents the most comprehensive account to date of foreign language writing. Its basic aim is to reflect critically on where the field is now and where it needs to go next in the exploration of foreign language writing at the levels of theory, research, and pedagogy.
Bridges the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing.
In U. Connor & A. M. John (Eds.), Coherence in writing: Research and pedagogical perspectives (pp. 87–109). Alexandria, VA: TESOL. Hirvela, A. (2004). Connecting reading and writing in second language writing instruction.
This book revisits second language (L2) writing teacher education by exploring the complex layers of L2 writing instruction in non-English dominant contexts (i.e. English as a foreign language contexts).
This collection of scholarly articles by leading researchers offers empirical data and analysis of complex issues related to providing feedback during the writing process.
Coming back to voice: The multiple voices and identities of mature multilingual writers. Journal of Second Language Writing, 10(1/2), 83–106. Hunston, S. (1993). Evaluation and ideology in scientific writing. In M. Ghadessy (Ed.), ...
The current volume aspires to add to previous research on the connection between writing and language learning from a dual perspective: It seeks to reflect current progress in the domain as well as to foster future developments in theory ...
The Handbook of Second and Foreign Language Writing is an authoritative reference compendium of the theory and research on second and foreign language writing that can be of value to researchers, professionals, and graduate students.
Reflecting the internationalization of the field of second language writing, this book focuses on political aspects and pedagogical issues of writing instruction and testing in a global context.
This volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts.
This book investigates the three pivotal points of text for foreign language acquisition: reception, construction and deconstruction.