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A second language acquisition approa...

Olivares Cuhat, Gabriela Antonia.

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A second language acquisition approach to the analysis of Spanish composition textbooks.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A second language acquisition approach to the analysis of Spanish composition textbooks./
Author:	Olivares Cuhat, Gabriela Antonia.
Description:	250 p.
Notes:	Source: Dissertation Abstracts International, Volume: 59-12, Section: A, page: 4417.
Contained By:	Dissertation Abstracts International59-12A.
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9914530
ISBN:	0599131578

A second language acquisition approach to the analysis of Spanish composition textbooks.
Olivares Cuhat, Gabriela Antonia.

A second language acquisition approach to the analysis of Spanish composition textbooks. - 250 p.

Source: Dissertation Abstracts International, Volume: 59-12, Section: A, page: 4417.

Thesis (Ph.D.)--Purdue University, 1998.

Because of the influence of the behaviorist theory of learning, SLA and FL learning theories have not given proper emphasis to writing as an essential aspect of the SLA process; rather, they have seen writing as a service activity. Therefore, L2/FL writing and acquisition theories need to establish a point of unity between SLA theory and L2 writing.

ISBN: 0599131578Subjects--Topical Terms:

1018079
Language, Linguistics.

A second language acquisition approach to the analysis of Spanish composition textbooks.
LDR:03213nmm 2200337 4500 001 1864052
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008 130614s1998 eng d
020 $a 0599131578
035 $a (UnM)AAI9914530
035 $a AAI9914530
040 $a UnM $c UnM
100 1 $a Olivares Cuhat, Gabriela Antonia. $3 1951563
245 1 2 $a A second language acquisition approach to the analysis of Spanish composition textbooks.
300 $a 250 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-12, Section: A, page: 4417.
500 $a Major Professor: Robert M. Hammond.
502 $a Thesis (Ph.D.)--Purdue University, 1998.
520 $a Because of the influence of the behaviorist theory of learning, SLA and FL learning theories have not given proper emphasis to writing as an essential aspect of the SLA process; rather, they have seen writing as a service activity. Therefore, L2/FL writing and acquisition theories need to establish a point of unity between SLA theory and L2 writing.
520 $a This research consists of a qualitative study which is also descriptive in nature. Three beginning/intermediate Spanish as an L2 composition textbooks are analyzed according to four main components of SLA and L2 writing theories. These are: Composing processes; writing approaches; learning strategies and linguistic features. These are evaluated by two different scales in terms of their level of presence (high; moderate-high; moderate; moderate-low; and low) and whether or not these are explicitly or implicitly stated in the textbooks.
520 $a Additionally, each of the three composition texts under analysis were evaluated according to answers to the following research questions: (a) How are the major components of L2 writing and SLA theories presented and dealt with in these three Spanish composition textbooks? (b) How are the learning strategies applied to the writing tasks in these same composition textbooks? (c) Are these texts in accordance with what the most current theories of L2 writing and SLA approaches postulate about the writing process and L2/FL acquisition processes?
520 $a The findings indicate that the major components of L2 and SLA theories are included in the selected textbooks. There is a unified concern for developing the composing processes and learning strategies. Linguistic aspects, however, are less considered. Next, the learning strategies are better applied if these are explicitly stated. A wider range of learning strategies seems to be an advantage for the FL writer, but it does not make a textbook become better or worse for FL writing instruction. Finally, these textbooks follow what most current theories of L2 Writing and SLA postulate about the writing process and L2/FL acquisition processes.
520 $a This study concludes by discussing its implications and perspectives for future research as well as its effect on FL writing instruction.
590 $a School code: 0183.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Language, Modern. $3 1018098
650 4 $a Education, Language and Literature. $3 1018115
690 $a 0290
690 $a 0291
690 $a 0279
710 2 0 $a Purdue University. $3 1017663
773 0 $t Dissertation Abstracts International $g 59-12A.
790 1 0 $a Hammond, Robert M., $e advisor
790 $a 0183
791 $a Ph.D.
792 $a 1998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9914530