Emergent L2 German writing ability in a curricular context: A longitudinal study of grammatical metaphor
Emergent L2 German writing ability in a curricular context: A longitudinal study of grammatical metaphor
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课程背景下的二语德语写作能力：语法隐喻的纵向研究
DOI：
10.1016/j.linged.2009.01.005
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发表时间：
2009
影响因子：
1.6
通讯作者：
H. Byrnes
中科院分区：
文献类型：
--
作者：
H. Byrnes
该论文报告了一项在大学水平项目中对成人第二德语写作能力进行指导的研究，该项目开发了一种基于课程的明确方法来支持第二语言写作。它使用系统功能语言学（SFL）作为其理论框架，并通过理论的中心结构（语法隐喻的意义生成资源）来追踪写作的发展。该研究通过定量测量和对一名学习者不断发展的能力的深入定性观察，纵向观察了 14 名作家在三个连续课程级别的写作发展。本文最后对基于 SFL 的二语写作发展方法如何有助于更丰富的理论、实证和教育实践以支持学习者的读写能力发展进行了一般性观察。
The paper reports on a study of emergent adult instructed L2 German writing ability in a college-level program that developed an explicit curriculum-based approach to supporting L2 writing. It uses systemic-functional linguistics (SFL) as its theoretical framework and traces writing development through a central construct in the theory, the meaning-making resource of grammatical metaphor. The study observes the writing development of 14 writers longitudinally over three consecutive curricular levels, using both quantitative measures and in-depth qualitative observations regarding one learner's evolving abilities. The paper concludes with general observations about how an approach to L2 writing development that is informed by SFL can contribute to richer theoretical, empirical, and educational practices in support of learners’ literacy development.