Second language writing mistakes: are they cognitively or developmentally based?

Autor/in	Burkhalter, Nancy
Titel	Second language writing mistakes: are they cognitively or developmentally based?
Quelle	(1990)Verfügbarkeit
Sprache	englisch
Dokumenttyp	Mikroform; Monographie
Schlagwörter	Methodologie; Kommunikation; Transfer; Englisch; Fehler; Fehleranalyse; Fremdsprachenunterricht; Kommunikation; Rhetorik; Transfer; Schreiben; Übung; Methodologie; Kognitives Lernen; Fehler; Fehleranalyse; Kognitives Lernen; Übung; Rhetorik; Fremdsprachenunterricht; Englisch; Schreiben; Zweitsprachenerwerb
Abstract	The argument is presented that good writing begins with adult inner speech that ignores audience and then gradually evolves into a form of communication adding the vital component of audience into its focus. It is suggested that when second language writers are not trained to go beyond the inner speech in their own language, they do not have the metaskills, which include the notion of audience, that greatly facilitate writing tasks in the target language. English-as-a-Second-Language (ESL) rhetorical errors, it is further argued, can then be attributed, at least in part, to underdeveloped writing skills in a student's native language. An investigation is made of both transfer and developmental rhetorical errors made by ESL students that suggests a shared responsibility between both sources. It is concluded, however, that while language transfer offers a useful method of analyzing some ESL rhetorical errors, it offers no theoretical underpinning on which to base methodology.
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	1996_(CD)