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Short description

Activity in this workgroup is therefore motivated by the following questions:

1. What relationships between L1 and L2 inform the design of effective learning environments to foster effective L2 writing processes? What effect do various learner characteristics (L2 proficiency, vocabulary (L1, L2), reading skill, writing strategy preference) and task variables (task condition, writing medium, topic, use of sources) affect the writing process and the relation between process and text quality?

2. What relationships between the language specific definitions/concepts of genres (at the level of secondary and higher education) inform the design of effective environments to foster effective L2 writing processes? Analyses on various levels (theory, practice, text books, instruction, evaluation) in various L1’s (various languages), compared with ‘Global English’? What are distinctive and what are common features?


Last update : 18 January 2009


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