資料來源:
三民書局
Cross-linguistic transfer of writing strategies [electronic resource] : interactions between foreign language and first language classrooms / Karen Forbes.
- 作者： Forbes, Karen, author.
- 其他題名：
- Interactions between foreign language and first language classrooms
- Second language acquisition ;
- 出版： Bristol, UK ;Blue Ridge Summit : Multilingual Matters ©2021
- 叢書名： Second language acquisition ;145
- 主題： Language and languages--Study and teaching (Secondary)--Foreign speakers. , Rhetoric--Study and teaching (Secondary) , Academic writing--Study and teaching (Secondary) , Composition (Language arts) , Second language acquisition. , Multilingualism. , Electronic books.
- ISBN： 9781788929745 、 9781788929752
- URL：
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- 一般註：Includes bibliographical references and index. 110年度臺灣學術電子書暨資料庫聯盟採購
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讀者標籤：
- 系統號： 000291621 | 機讀編目格式
館藏資訊
In the context of increasingly multilingual global educational settings, this book provides a timely exploration of the phenomenon of cross-linguistic transfer of writing strategies (in particular, transfer from the foreign language to the first language) and presents a compelling case for a multilingual approach to writing pedagogy. The book presents evidence from a classroom-based intervention study conducted in a secondary school in England on cross-linguistic strategy transfer. It suggests that even beginner or low proficiency foreign language learners can develop effective skills and strategies in the foreign language classroom which can also positively influence writing in other languages, including their first language. This book ultimately encourages more joined-up, cross-curricular, cross-linguistic thinking related to language in schools by exploring the potential for collaboration between languages teachers.
摘要註
In the context of increasingly multilingual global educational settings, this book provides a timely exploration of the phenomenon of cross-linguistic transfer of writing strategies (in particular, transfer from the foreign language to the first language) and presents a compelling case for a multilingual approach to writing pedagogy. The book presents evidence from a classroom-based intervention study conducted in a secondary school in England on cross-linguistic strategy transfer. It suggests that even beginner or low proficiency foreign language learners can develop effective skills and strategies in the foreign language classroom which can also positively influence writing in other languages, including their first language. This book ultimately encourages more joined-up, cross-curricular, cross-linguistic thinking related to language in schools by exploring the potential for collaboration between languages teachers.
