Task Representation in Foreign Language Reading‐to‐Write
Bibliographic Data
| ID | 8936078 |
|---|---|
| Authors | Marcela Rub‐Funes (East Carolina University, corresponding author) |
| Year | 2001 |
| Volume | 34 |
| Issue | 3 |
| Pages | 226-234 |
| Publication date | 2001-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2001.tb02404.x |
| OpenAlex | W2062995568 |
| Language | EN |
| Citations received | 14 |
| References cited | 6 |
A factor that affects both the process of reading‐to‐write and the quality of the papers the students produce is task representation ‐ the manner in which students interpret an assigned task, and therefore, the type of paper they write. In this study, the author explored how third‐year‐level university students of Spanish represented an assigned reading‐to‐write task, as indicated by the type of papers they produced, and the relationship between the linguistic quality of those papers and the type of task representation. The findings suggest that the ability to interpret a reading‐to‐write task appropriately is dependent upon complex cognitive factors that need to be further explored. In particular; the results indicate that ( 1 ) given the same reading‐to‐write assignment, FL students interpret the task in dijJerent ways, and therefore, produce different types of papers; ( 2 ) the ability to write syntactically complex sentences does not lead to cognitively sophisticated composing; ( 3 ) the ability to write with grammatical accuracy is not an indicator of the students' ability to express elaborated ideas; and ( 4 ) the ability to write with grammatical accuracy may lead to the students' ability to write more syntactically complex sentences. These findings lead to valuable implications for teaching writing in the foreign language classroom
Cognition · Foreign language · Linguistics · Mathematics education · Process (computing · Quality (philosophy · Reading (process · Representation (politics · Task (project management · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Writing and Handwriting Education
[Inverted Question Mark]" Zapatero a tus zapatos"? Action Research in the Spanish Language Classroom
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Task representation in German as a foreign language
Using a genre-based approach for writing instruction in a less-commonly-taught language
Research on language teaching and learning
Effects of three levels of AI integration on second language academic writing
Language Learners’ Writing Task Representation and Its Effect on Written Performance in an EFL Context
Independent vs. Integrated Writing Tasks
Student and faculty perceptions of writing in a foreign language studies major
Sarah and Amber
Integrating Language and Literature
Moving toward multiliteracies in foreign language teaching
Integrated Second Language Writing Assessment
| Unique citing works | 14 |
|---|---|
| Citations per year | 0,58 |
| Citation span | 2002 - 2025 (24) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 13 |