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![loading](/sites/all/modules/hf_eds/images/loading.gif)
Investigating Connections among Reading, Writing, and Language Development: A Multiliteracies Perspective
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Paesani, Kate
- Language:
English- Source:
Reading in a Foreign Language. Oct 2016 28(2):266-289.- Publication Date:
2016- Document Type:
Journal Articles
Reports - Research
Tests/Questionnaires- Online Access:
- Language:
- Additional Information
- Availability: Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: [email protected]; Web site: http://nflrc.hawaii.edu/rfl/
- Peer Reviewed: Y
- Source: 24
- Education Level: Higher Education
- Subject Terms: Multiple Literacies; Literacy; Teaching Methods; Reading Writing Relationship; Second Language Learning; Second Language Instruction; Literature; Creative Writing; Grammar; College Students; French; Advanced Courses; Vocabulary Development; Language Styles; Questionnaires; Writing Assignments; Student Attitudes; Statistical Analysis; Journal Writing; Likert Scales
- ISSN: 1539-0578
- Abstract: This study explores relationships among reading literature, creative writing, and language development in a university-level advanced French grammar course through the theoretical lens of the multiliteracies framework. The goal is to investigate reading-writing connections and whether these literacy practices facilitate students' understanding and use of resources such as grammar, vocabulary, genre, and style. Qualitative and quantitative findings show that students recognize reading-writing connections and their contribution to language development; they perceive reading and writing as contributing to their understanding of language and text-based features; and they can apply to varying degrees textual resources learned through reading to creative writing tasks. The implications of these findings lend support to a growing body of research that explores the feasibility and outcomes of literacy-based approaches to teaching and learning in university-level foreign language contexts that have as their goal development of students' advanced FL competencies.
- Abstract: As Provided
- Number of References: 40
- Publication Date: 2016
- Accession Number: EJ1117240
- Availability:
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