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Vocabulary and writing in a first an...

Albrechtsen, Dorte.

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Vocabulary and writing in a first and second language = processes anddevelopment /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Vocabulary and writing in a first and second language/ Dorte Albrechtsen, Kirsten Haastrup and Birgit Henriksen ; foreword, Alister Cumming.
Reminder of title:	processes anddevelopment /
Author:	Albrechtsen, Dorte.
other author:	Haastrup, Kirsten.
Published:	Basingstoke ;Palgrave Macmillan, : 2008.,
Description:	xvii, 225 p. :ill.
[NT 15003449]:	List of Tables and Figures -- Foreword: A.Cumming -- Acknowledgements -- Introduction -- Declarative Lexical Knowledge -- Lexical Inferencing Procedures in Two Languages -- Writing in Two Languages -- Lexical Knowledge, Lexical Inferencing and Writing -- Implications for Research and Instruction -- Appendix -- References -- Index.
Subject:	Danish language - Study and teaching. -
Online resource:	http://link.springer.com/10.1057/9780230593404access to fulltext (Palgrave)
ISBN:	0230593402

Vocabulary and writing in a first and second language = processes anddevelopment /
Albrechtsen, Dorte.

Vocabulary and writing in a first and second languageprocesses anddevelopment /[electronic resource] :Dorte Albrechtsen, Kirsten Haastrup and Birgit Henriksen ; foreword, Alister Cumming. - Basingstoke ;Palgrave Macmillan,2008. - xvii, 225 p. :ill.

Includes bibliographical references (p. 213-221) and index.

List of Tables and Figures -- Foreword: A.Cumming -- Acknowledgements -- Introduction -- Declarative Lexical Knowledge -- Lexical Inferencing Procedures in Two Languages -- Writing in Two Languages -- Lexical Knowledge, Lexical Inferencing and Writing -- Implications for Research and Instruction -- Appendix -- References -- Index.

Vocabulary and Writing in a First and Second Language is based on a large-scale empirical study. The innovative feature of the research wasthat the same students were asked to do the same tasksin both languages while reporting their thinking as they went along. Furthermore , they had to undertake the same tasks even though they were of very different experience, ranging from young childrenat school to university students. Three areas of learners' competencies and skills were explored: vocabulary knowledge, word guessing strategies and writing. The authors further explore the relationship between the skills and describe the level of development for individual learners within the three areas. In all cases, statistical and qualitative analyses are offered, the latter being based on thelearners' own 'think-aloud' reports. Both researchers and teachers of language will find this in-depth approach useful in understanding the processes of both first and second language performance.

Electronic reproduction.
Basingstoke, England :
Palgrave Macmillan,
2009.

Mode of access:World Wide Web.

ISBN: 0230593402

Standard No.: 10.1057/9780230593404doiSubjects--Topical Terms:

952626
Danish language
--Study and teaching.Index Terms--Genre/Form:

542853
Electronic books.

LC Class. No.: PE1129.S2 / A346 2008eb

Dewey Class. No.: 428.2/43981071

Vocabulary and writing in a first and second language = processes anddevelopment /
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100 1 $a Albrechtsen, Dorte. $3 952624
245 1 0 $a Vocabulary and writing in a first and second language $h [electronic resource] : $b processes anddevelopment / $c Dorte Albrechtsen, Kirsten Haastrup and Birgit Henriksen ; foreword, Alister Cumming.
260 $a Basingstoke ; $a New York : $c 2008. $b Palgrave Macmillan,
300 $a xvii, 225 p. : $b ill.
504 $a Includes bibliographical references (p. 213-221) and index.
505 0 $a List of Tables and Figures -- Foreword: A.Cumming -- Acknowledgements -- Introduction -- Declarative Lexical Knowledge -- Lexical Inferencing Procedures in Two Languages -- Writing in Two Languages -- Lexical Knowledge, Lexical Inferencing and Writing -- Implications for Research and Instruction -- Appendix -- References -- Index.
520 $a Vocabulary and Writing in a First and Second Language is based on a large-scale empirical study. The innovative feature of the research wasthat the same students were asked to do the same tasksin both languages while reporting their thinking as they went along. Furthermore , they had to undertake the same tasks even though they were of very different experience, ranging from young childrenat school to university students. Three areas of learners' competencies and skills were explored: vocabulary knowledge, word guessing strategies and writing. The authors further explore the relationship between the skills and describe the level of development for individual learners within the three areas. In all cases, statistical and qualitative analyses are offered, the latter being based on thelearners' own 'think-aloud' reports. Both researchers and teachers of language will find this in-depth approach useful in understanding the processes of both first and second language performance.
533 $a Electronic reproduction. $b Basingstoke, England : $c Palgrave Macmillan, $d 2009. $n Mode of access:World Wide Web. $n System requirements: Web browser. $n Title from title screen (viewed on Mar. 3, 2009). $n Access may berestricted to users at subscribing institutions.
650 0 $a Danish language $x Study and teaching. $3 952626
650 0 $a English language $x Study and teaching $x Danish speakers. $3 952625
650 0 $a Second language acquisition. $3 520443
655 7 $a Electronic books. $2 lcsh $3 542853
700 1 $a Haastrup, Kirsten. $3 952622
700 1 $a Henriksen, Birgit. $3 952623
710 2 $a Palgrave Connect (Online service) $3 1081578
856 4 0 $3 Palgrave Connect $u http://link.springer.com/10.1057/9780230593404 $z access to fulltext (Palgrave)