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Multicompetence in foreign language ...

Harris, Shenika Nicole.

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Multicompetence in foreign language writing: Function, effects, and beliefs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Multicompetence in foreign language writing: Function, effects, and beliefs./
作者:	Harris, Shenika Nicole.
面頁冊數:	196 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
標題:	Education, Foreign Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620879
ISBN:	9781303915734

Multicompetence in foreign language writing: Function, effects, and beliefs.
Harris, Shenika Nicole.

Multicompetence in foreign language writing: Function, effects, and beliefs. - 196 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.

This item must not be sold to any third party vendors.

The present study examined the foreign language writing of university students of Spanish in order to investigate the function, effects, and beliefs of language use during the foreign language composition process. While previous research has indicated that writing in another language is at minimum a bilingual activity with multiple language use occurring during various moments of the composition process (Cumming 1990; Jones & Tetroe, 1987; Woodall, 2002), much of this research has viewed students' dual language use as evidence of deficiency. The current study took a different approach and viewed students' multiple language use during the composition process as a choice and evidence of multicompetence (Cook, 1992; Ortega & Carson, 2010).

ISBN: 9781303915734Subjects--Topical Terms:

1064562
Education, Foreign Language.

Multicompetence in foreign language writing: Function, effects, and beliefs.
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245 1 0 $a Multicompetence in foreign language writing: Function, effects, and beliefs.
300 $a 196 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Diana L. Frantzen.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The present study examined the foreign language writing of university students of Spanish in order to investigate the function, effects, and beliefs of language use during the foreign language composition process. While previous research has indicated that writing in another language is at minimum a bilingual activity with multiple language use occurring during various moments of the composition process (Cumming 1990; Jones & Tetroe, 1987; Woodall, 2002), much of this research has viewed students' dual language use as evidence of deficiency. The current study took a different approach and viewed students' multiple language use during the composition process as a choice and evidence of multicompetence (Cook, 1992; Ortega & Carson, 2010).
520 $a Eight intermediate-level university students verbalized their thoughts while composing two essays in Spanish. Both quantitative and qualitative methods were applied to the following three research questions: 1) What is the function of language use during the Spanish as a FL writing process?, 2) Is there an interaction between language use during the FL writing process and overall text quality in regards to content, organization, grammar, and vocabulary?, and 3) What are students' beliefs and attitudes regarding language use in FL writing?
520 $a Results showed that students frequently used two languages while composing in Spanish for a variety of functions including idea generation, organization, formulation, evaluation, and revision. In addition, the effect of students' language use differed depending on the essay. More native language use resulted in higher quality narrative essays and more foreign language use was correlated with lower quality narrative essays. Students' language use had neither a beneficial nor detrimental effect on the quality of their Spanish expository essays. Although all students used both languages to compose in Spanish, they viewed their dual language use as both positive and negative. During retrospective interviews, students indicated that while using both languages aided them throughout the entire composing process, they felt that usage of both languages was detrimental to their acquisition of Spanish.
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710 2 $a The University of Wisconsin - Madison. $b Second Language Acquisition. $3 3169851
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791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620879