PL EN


2017 | 23 | 119-133
Article title

Strategie współtworzenia tekstów w procesie glottodydaktycznym

Content
Title variants
Languages of publication
PL
Abstracts
EN
Collaborative writing strategies in language learning context
Keywords
Year
Issue
23
Pages
119-133
Physical description
Dates
published
2017
Contributors
  • Uniwersytet Marii Curie-Skłodowskiej w Lublinie
References
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  • Arnold, N./ L. Ducate/ C. Kost (2009), Collaborative writing in wikis: Insights from culture projects in German classes, (w:) L. Lomnicka/ G. Lord (red.), The next generation: Social networking and online collaboration in foreign language learning. San Marcos, 115–144.
  • Bradley, L./ B. Lindström/ H. Rystedt (2010), Rationalities of collaboration for language learning in a wiki, „ReCALL” 22(2), 247–265.
  • Bygate, M./ P. Skehan/ M. Swain (red.) (2001), Researching pedagogic tasks: Second language learning, teaching, and testing. Harlow.
  • Chisholm, R. M. (1990), Coping with the problems of collaborative writing, (w:) „The Writing Across the Curriculum Journal” 2, 90–108.
  • Coniam, D./ M.L.W. Kit (2008), Incorporating wikis into the teaching of English writing, (w:) „Hong Kong Teachers’ Center Journal” 7, 52–67.
  • Ducate, L./ L. Lomnicka (2008), Adventures in the blogosphere: From blog readers to blog writers, (w:) „Computer Assisted Language Learning” 21(1), 9–28.
  • Ellis, R. (2003), Task-based language learning and teaching. Oxford.
  • Elola, I./ A. Oskoz (2010), Collaborative writing: Fostering foreign language and writing conventions development, (w:) „Language Learning & Technology” 14(3), 51–71.
  • García Mayo, M. (red.) (2007), Investigating tasks in formal language learning. Clevedon.
  • Judd, T./ G. Kennedy/ S. Cropper (2010), Using wikis for collaborative learning: Assessing collaboration through contribution, (w:) „Australasian Journal of Educational Technology” 26(3), 341–354.
  • Kessler, G./ D. Bikowski/ J. Boggs (2012), Collaborative writing among second language learners in academic web-based projects, (w:) „Language Learning & Technology” 16(1), 91–109.
  • Kotuła, K. (2016a), Creating Texts Together — Collaborative Writing in Polish Secondary School, (w:) H. Chodkiewicz/ P. Steinbrich/ M. Krzemińska-Adamek (red.), Working with Text and Around Text in Foreign Language Environments. Zurych, 159–172.
  • Kotuła, K. (2016b), Une première expérience d'écriture collaborative – Enjeux et défis de co-création des textes selon la perspective des membres d'un groupe nouvellement constitué, (w:) „Alsic – Apprentissage des langues et systèmes d'information et de communication” 19. (URL https://alsic.revues.org/2957). [Pobrano 11.08.2017].
  • Kuiken, F./ I. Vedder (2002), Collaborative writing in L2: The effect of group interaction on text quality, (w:) S. Ransdell/ M. Barbier (red.), New directions for research in L2 writing. Dordrecht, 169–188.
  • Lowry, P./ A. Curtis/ M. Lowry (2004), Building a taxonomy and nomenclature of collaborative writing to improve interdisciplinary research and practice, (w:) „Journal of Business Communication” 41(1), 66–99.
  • Murray, D. E. (1992), Collaborative learning as literacy event: Implications for ESL instruction, (w:) D. Nunan (red.), Collaborative language learning and teaching. Cambridge, 100–117.
  • Murray, L./ T. Hourigan (2008), Blogs for specific purposes: Expressivist or sociocognitivist approach?, (w:) „ReCALL” 20(1), 82–97.
  • Rovai, A.P./ K.T. Barnum (2003), On-line course effectiveness: An analysis of student interactions and perceptions of learning, (w:) „Journal of Distance Education” 18(1), 57–73.
  • Shehadeh, A. (2011), Effects and students’ perceptions of collaborative writing in L2, (w:) „Journal of Second Language Writing” 20, 286–305.
  • Storch, N. (2005), Collaborative writing: Product, process, and students’ reflections, (w:) „Journal of Second Language Writing” 14, 153–173.
  • Storch, N./ G. Wigglesworth (2007), Writing tasks: The effect of collaboration, (w:) M. P. García Mayo (red.), Investigating tasks in foreign language learning. Clevedon, 157–177.
  • Swain, M. (2006), Languaging, agency and collaboration in advanced language proficiency, (w:) H. Byrnes (red.), Advanced language learning: The contribution of Halliday and Vygotsky. London, 95–108.
  • Swain, M. (2010), “Talking-it-through”: Languaging as a source of learning, (w:) R. Batstone (red.), Sociocognitive perspectives on language use and language learning. Oxford, 112–130.
  • Van den Branden, K./ M. Bygate/ J. Norris (red.) (2009), Task-based language teaching. Amsterdam.
  • Warschauer, M. (2010), Invited commentary: New tools for teaching writing, (w:) „Language Learning & Technology” 14(1), 3–8.
  • Weasenforth, D./ C.F. Meloni/ S. Biesenbach-Lucas (2005), Learner autonomy and course management software, (w:) B. Holmberg/ M.A. Shelley/ C.J. White (red.), Languages and distance education: Evolution and change. Clevedon, 195–211.
Document Type
Publication order reference
Identifiers
ISSN
2080-4814
YADDA identifier
bwmeta1.element.desklight-01b53ce3-fc73-4388-b9ac-730e6fafaa95
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