Cross-Linguistic Transfer of Writing Strategies : : Interactions between Foreign Language and First Language Classrooms / / Karen Forbes.

• Superior document: Title is part of eBook package: De Gruyter DG Plus PP Package 2021 Part 2
• VerfasserIn: Forbes, Karen,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2020]; ©2021
• Year of Publication: 2020
• Language: English
• Series: Second Language Acquisition ; 145
• Physical Description: 1 online resource (216 p.)
• Other title: Frontmatter --; Contents --; Acknowledgements --; 1. Introduction --; 2. The Position of First Language and Foreign Language Learning in Schools --; 3. An Overview of Strategy Research and the Role of Language --; 4. Considerations for Researching the Effects of a Cross-Linguistic Intervention of Language Learning Strategy Instruction --; 5. Teaching for Transfer: Developing a Cross- Linguistic Approach to Language Learning Strategy Instruction --; 6. An In-Depth Exploration of Patterns of Strategy Development in Foreign Language and First Language Writing --; 7. Exploring the Cross- Linguistic Transfer of Strategies --; 8. Negotiating Language Learning Strategy Instruction: Individual Trajectories --; 9. The Role of Learners’ Individual Differences --; 10. Reflecting Back and Looking Forward: Implications and Conclusions --; Appendix A: Student Questionnaire --; Appendix B: Writing Strategy Task Sheet (Carissa, German Task 2) --; References --; Subject Index --; Author Index
• Format: Mode of access: Internet via World Wide Web.
• ISBN: 9781788929752; 9783110743357; 9783110704716; 9783110704518; 9783110704761; 9783110704563; 9783110743333; 9783110746006
• DOI: 10.21832/9781788929752
• Access: restricted access
• Hierarchical level: Monograph
• Statement of Responsibility: Karen Forbes.

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.