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Exploring the cross-language transfer of L1 rhetorical knowledge in L2 writingcognitive and metacognitive perspectives /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the cross-language transfer of L1 rhetorical knowledge in L2 writingby Xing Wei.
Reminder of title:	cognitive and metacognitive perspectives /
Author:	Wei, Xing.
Published:	Singapore :Springer Nature Singapore :2023.
Description:	xv, 243 p. :illustrations (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Second language acquisition.
Online resource:	https://doi.org/10.1007/978-981-99-7637-9
ISBN:	9789819976379$q(electronic bk.)

Exploring the cross-language transfer of L1 rhetorical knowledge in L2 writingcognitive and metacognitive perspectives /
Wei, Xing.

Exploring the cross-language transfer of L1 rhetorical knowledge in L2 writingcognitive and metacognitive perspectives /[electronic resource] :by Xing Wei. - Singapore :Springer Nature Singapore :2023. - xv, 243 p. :illustrations (some col.), digital ;24 cm.

Chapter 1. Introduction -- Chapter 2. Rhetorical transfer and writing metacognition -- Chapter 3. Theoretical framework for L1-to-L2 rhetorical transfer studies -- Chapter 4. Design and implementation of mixed-methods approach research -- Chapter 5. Exploring L1-to-L2 rhetorical transfer and relevant metacognitive knowledge -- Chapter 6. Exploring L1-to-L2 rhetorical transfer and relevant metacognitive skills -- Chapter 7. Understanding L1-to-L2 rhetorical transfer from cognitive and metacognitive perspectives -- Chapter 8. Conclusion and implications.

This book addresses the transfer of rhetorical knowledge from a first language (L1) to a second language (L1-to-L2 rhetorical transfer), a common cognitive phenomenon in the L2 writing of students in foreign language learning environments. It investigates L1-to-L2 rhetorical transfer from a cognitive perspective and examines a specific component of L2 writers' agency in this transfer, namely metacognition. The book's ultimate goal is to enhance our understanding of the cognitive mechanism of rhetorical transfer across languages. This goal is in turn connected to the need to determine how L1 rhetorical knowledge can be steered and oriented toward successful L2 writing. To this end, this book proposes a theoretical framework for transfer studies, encompassing the dimensions of text, transfer agency, and L2 essay raters. It facilitates an in-depth exploration of the intricacies involved in L1-to-L2 rhetorical transfer. It then presents empirical studies on this transfer. Embracing a dynamic perspective, this book furthers our understanding of interlingual rhetorical transfer as a conscious or intuitive process for making meaning, one that can be monitored and steered. Moreover, it discusses the pedagogical implications for L2 writing instruction that guides students to use metacognition to transfer L1 rhetorical knowledge during L2 writing.

ISBN: 9789819976379$q(electronic bk.)

Standard No.: 10.1007/978-981-99-7637-9doiSubjects--Topical Terms:

179062
Second language acquisition.

LC Class. No.: P118.2

Dewey Class. No.: 418.0071

Exploring the cross-language transfer of L1 rhetorical knowledge in L2 writingcognitive and metacognitive perspectives /
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505 0 $a Chapter 1. Introduction -- Chapter 2. Rhetorical transfer and writing metacognition -- Chapter 3. Theoretical framework for L1-to-L2 rhetorical transfer studies -- Chapter 4. Design and implementation of mixed-methods approach research -- Chapter 5. Exploring L1-to-L2 rhetorical transfer and relevant metacognitive knowledge -- Chapter 6. Exploring L1-to-L2 rhetorical transfer and relevant metacognitive skills -- Chapter 7. Understanding L1-to-L2 rhetorical transfer from cognitive and metacognitive perspectives -- Chapter 8. Conclusion and implications.
520 $a This book addresses the transfer of rhetorical knowledge from a first language (L1) to a second language (L1-to-L2 rhetorical transfer), a common cognitive phenomenon in the L2 writing of students in foreign language learning environments. It investigates L1-to-L2 rhetorical transfer from a cognitive perspective and examines a specific component of L2 writers' agency in this transfer, namely metacognition. The book's ultimate goal is to enhance our understanding of the cognitive mechanism of rhetorical transfer across languages. This goal is in turn connected to the need to determine how L1 rhetorical knowledge can be steered and oriented toward successful L2 writing. To this end, this book proposes a theoretical framework for transfer studies, encompassing the dimensions of text, transfer agency, and L2 essay raters. It facilitates an in-depth exploration of the intricacies involved in L1-to-L2 rhetorical transfer. It then presents empirical studies on this transfer. Embracing a dynamic perspective, this book furthers our understanding of interlingual rhetorical transfer as a conscious or intuitive process for making meaning, one that can be monitored and steered. Moreover, it discusses the pedagogical implications for L2 writing instruction that guides students to use metacognition to transfer L1 rhetorical knowledge during L2 writing.
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