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References

Breetvelt I, Van den Bergh H, Rijlaarsdam G Rereading and generating and their relation to text quality: An application of multilevel analysis on writing process data. Chenoweth N, Hayes J Fluency in writing. Generating text in L1 and L2. Cumming A Metalinguistic and ideational thinking in second language composing. Cumming A Theoretical perspectives on writing.

Cumming A Learning to write in a second language: Two decades of research. Issues in research and pedagogy.

Learning a foreign language a ‘must’ in Europe, not so in America

DeKeyser R Beyond focus on form: Cognitive perspectives on learning and practising second language grammar. DeKeyser R Automaticity and automatization.

Individual Differences in Second Language Acquisition. Longman, London Google Scholar.


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Flower L, Hayes J A cognitive process theory of writing. Written communication 1: — CrossRef Google Scholar. Harklau L The role of writing in classroom second language acquisition. Hayes J, Nash J On the nature of planning in writing. Hedge T Writing. Izumi S Comprehension and production processes in second language learning: In search of the psycholinguistic rationale of the Output Hypothesis. Kobayashi H, Rinnert C Effects of first language on second language writing: Translation versus direct composition. Krings H What do we know about writing processes in L2?

Analysing language classrooms through classroom interaction | Journal of Human Sciences

The state of the art. Many states allow individual school districts to set language requirements for high school graduation, and primary schools have very low rates of even offering foreign-language course work. Some foreign-language learning standards can be met by taking non-language classes. For example, California requires one course in either the arts or a foreign language including American Sign Language for all high school students. Perhaps because of these varying standards, few Americans who claim to speak a non-English language say that they acquired those skills in school.

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Writing-to-learn in Instructed Language Learning Contexts

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