Article
Textual borrowing and perspective-taking: A genre-based approach to L2 writing
L2 Journal
(2018)
Abstract
This article reports on a qualitative investigation of implementing genre-based pedagogy in an advanced collegiate French course. Although this approach has been investigated by several researchers in collegiate German programs, publications exploring it in post-secondary FLs other than German remain primarily descriptive. Our study addressed two questions: 1) How do advanced collegiate learners of French use model text resources as they participate in genre-based writing? and 2) What are their perceptions of participation in genre-based writing? Based on analysis of learner artifacts and pedagogical examples, we make an argument for how genre-based pedagogy can facilitate advanced FL literacy development. We also highlight challenges encountered in implementing this approach and suggest directions for future research and curricular design.
Keywords
- L2,
- writing,
- genre,
- literacy
Disciplines
Publication Date
Spring May 30, 2018
Citation Information
Heather W. Allen and Lauren Goodspeed. "Textual borrowing and perspective-taking: A genre-based approach to L2 writing" L2 Journal Vol. 10 (2018) p. 87 - 110 Available at: http://works.bepress.com/heatherwillisallen/70/