First language and second language writing: The role of linguistic knowledge, speed of processing, and metacognitive knowledge

被引：119
|
作者：
Schoonen, R
van Gelderen, A
de Glopper, K
Hulstijn, J
Simis, A
Snellings, P
Stevenson, M
机构：
[1] Univ Amsterdam, Fac Humanities, Dept Language Acquisit 2, NL-1012 VT Amsterdam, Netherlands
[2] Univ Amsterdam, SCO Kohnstamm Inst Educ Res, Fac Social & Behav Sci, NL-1012 VT Amsterdam, Netherlands
[3] Univ Groningen, Fac Letters, Dept Language & Commun, Groningen, Netherlands
来源：
LANGUAGE LEARNING | 2003年 / 53卷 / 01期
关键词：
D O I：
10.1111/1467-9922.00213
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this study the relative importance of linguistic knowledge, metacognitive knowledge, and fluency or accessibility of this linguistic knowledge in both first language (L1; Dutch) and second language (L2; English) writing was explored. Data were collected from 281 grade 8 students. Using structural equation modeling, the relative importance of the three components was studied and compared across L1 and L2 writing. The results showed that the fluency measures were correlated with overall writing performance in both L1 and L2. However, when compared to linguistic knowledge resources, these fluency measures turned out to have no additional value in predicting L1 or L2 writing performance. L2 writing proficiency turned out to be highly correlated with L1 writing proficiency, more than with either L2 linguistic knowledge or the accessibility of this knowledge.
引用
收藏
页码：165 / 202
页数：38
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