Collaborative Writing in L2 Classrooms

By (author) Dr. Neomy Storch

Publication date:

04 July 2013

Publisher

Multilingual Matters

Dimensions:

210x148mm
6x8"

ISBN-13: 9781847699947

In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.

Preface
Chapter 1: Introduction
Chapter 2: Theoretical and Pedagogical Rationale for Collaborative L2 Writing
Chapter 3: Collaborative Writing: L2 Learning and Practice Opportunities
Chapter 4: Factors Affecting Languaging in Collaborative Writing
Chapter 5: Collaborative Writing and Language Learning
Chapter 6: Learners’ Perspectives of Collaborative Writing
Chapter 7: Computer Mediated Collaborative Writing
Chapter 8: Conclusion: Pedagogical Implications and Research Directions

At last, a definitive treatment of collaborative writing in second language classrooms! Storch lays out compelling theoretical, empirical and pedagogical rationales for collaborative writing, convincing the reader of its positive impact on language learning. Aware of the challenges teachers face in implementing in-class and online (e.g. wikis) collaborative activities, she provides practical suggestions about task choice, and the collaborative relationships most conducive to language learning. She addresses both cognitive and social-emotive aspects of pair/group work, calling for longitudinal, qualitative research in diverse language learning contexts.