The role of writing in classroom second language acquisition

Harklau, Linda

doi:10.1016/s1060-3743(02)00091-7

Cited by 155 publications

(84 citation statements)

References 53 publications

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“…Harklau (2002) argues that it is not sufficient for second language learners to 'learn how to write' in the target language but in fact learn the second language through writing. According to her, there should be more emphasis on speaking in the second language rather than on writing.…”

Section: Impact Of Writing Instruction and Feedbackmentioning

confidence: 99%

Motivating Students in the EFL Classroom: A Case Study of Perspectives

Bahous¹,

Bacha²,

Nabhani³

2011

ELT

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Motivating EFL students to develop in the target language is quite complex. In many cases, these students face difficulties in learning English and are often demotivated to learn. Research in classroom motivation has found that certain strategies can help these students adopt more positive attitudes and become more motivated in the learning process. This exploratory study investigates the perceptions through interviewing students and surveying teachers' views in an EFL Program of the problems that hinder these students' learning in the English classes related to motivation. Findings show that learners are not motivated to learn English because of an over-focus on writing skills with very little new learning experiences, uninteresting materials, and unclear links between language courses and their majors or future careers. Results also indicate that teachers complain of unmotivated students and pre-structured syllabi leaving little room for communicative methods. Implications are made for the classroom.

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Section: Impact Of Writing Instruction and Feedbackmentioning

confidence: 99%

Motivating Students in the EFL Classroom: A Case Study of Perspectives

Bahous¹,

Bacha²,

Nabhani³

2011

ELT

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“…Task-prompted languaging has been substantiated to be able to enhance language learning (e.g. Swain & Lapkin, 1998, 2002 but it is incidental and cannot be manipulated for more effective and efficient language learning as it is restricted to solving language problems encountered during performing a task and does not allow learners to articulate their thinking intentionally. In order to take full advantage of languaging, pedagogically teacher-imposed languaging can be implemented.…”

Section: Languaging and Theoretical Basis For Its Language-learnimentioning

confidence: 99%

“…In spite of the argument for the equivalence of oral and written production (e.g. Suzuki, 2012), there are also arguments (Harklau, 2002;Wolff, 2000) for and research findings (e.g. Niu, 2009) about the superiority of writing over speaking in language learning.…”

Section: Critical Comments and Directions For Future Researchmentioning

confidence: 99%

A Review of Studies on Languaging and Second Language Learning (2006-2017)

Niu¹,

Li-jia²

2017

TPLS

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Abstract-Since Swain postulated the concept "languaging" in 2006 to capture the role of language production in second language (L2) learning, a growing body of empirical studies has been conducted on languaging. However, little research has reviewed these studies. The present paper reviews 15 empirical studies that were conducted over the past decade on languaging in L2 learning, followed Vygotsky's socioculutral theory of mind, and directly took languaging as the treatment or part of the treatment. We distinguished task-prompted and teacher-imposed languaging in the paper. All studies reviewed focused on teacher-imposed languaging. On the basis of reviewing the foci and findings of the studies, we offer our critical comments and recommendations for future research.

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“…However, according to Harklau (2002) it is important to explore the issue of how students learn a second language through writing, since, unlike oral communication, written texts allow students to reread, to practice repeatedly and lead to better structure retention. Rubin and Kang (2008) also support the fact that writing allows for a higher amount of reflection and revision and claim that the fact of visualising language provides children with an additional support which helps them both to become more aware of word boundaries and to produce oral output more efficiently.…”

Section: Research On the Effect Of Integrated Language-based Instructmentioning

confidence: 99%