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SUMMARY:Exploring the cross-linguistic transfer of second language writing
  strategies - Karen Forbes\, Faculty of Education
DTSTART:20150520T120000Z
DTEND:20150520T130000Z
UID:TALK59552@talks.cam.ac.uk
CONTACT:Heyi Zhang
DESCRIPTION:In an increasingly multilingual world\, the way in which learn
 ers draw on their mother tongue (L1) when learning a foreign language (L2)
  and the role of the L2 in supporting use of the L1 in various ways is an 
 important topic. This presentation will explore how an explicit focus on m
 etacognitive strategy use within secondary school foreign language lessons
  impacts pupils' approaches to writing in the foreign language\, and wheth
 er any such effects transfer to the first language. While it is almost tak
 en for granted within the literature that any reference to such transfer o
 f strategies implies the one-way transfer of pre-existing skills and strat
 egies from the L1 to the L2\, this paper explores the nature and value of 
 transfer of strategies which have been explicitly developed in the Foreign
  Language classroom\, to the L1. The study is based on a quasi-experimenta
 l research design which involved a two-phase intervention of strategy-base
 d instruction primarily in the L2 German classroom and later in the Englis
 h classroom of a Year 9 (age 13-14) class in a secondary school in Cambrid
 geshire. Key findings indicate that while there was a high level of transf
 er from one foreign language context to another across all areas\, L2-L1 t
 ransfer was particularly evident in relation to the quality of pupils' pla
 nning and the number of errors which were made and corrected.
LOCATION:Room 2S4\, Donald McIntyre Building\, Faculty of Education\, 184 
 Hills Road\, Cambridge CB2 8PQ
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