Literaturnachweis - Detailanzeige
Autor/inn/en | Fang, Zhihui; Park, Jungyoung |
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Titel | Adolescents' Use of Academic Language in Informational Writing |
Quelle | In: Reading and Writing: An Interdisciplinary Journal, 33 (2020) 1, S.97-119 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0922-4777 |
DOI | 10.1007/s11145-019-09937-8 |
Schlagwörter | Language Usage; Academic Language; Literacy Education; Secondary School Students; Predictor Variables; Writing Skills; Writing (Composition); Grade 7; Grade 9; Science Instruction; Reports; Computational Linguistics; Picture Books; Middle School Students; High School Students; Correlation; Reading Ability Sprachgebrauch; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sekundarschüler; Prädiktor; Writing skill; Schreibfertigkeit; Schreibübung; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Abschlussbericht; Berichten; Linguistics; Computerlinguistik; Picture book; Bilderbuch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Korrelation; Reading competence; Lesekompetenz |
Abstract | Academic language is a kind of social language for the purpose of schooling. It is central to disciplinary learning, thinking, and communication. This study examined adolescents' use of academic language in informational writing, a genre highly valued in school, workplace, and society. Ninety-three seventh and ninth grade students from a U.S. public school were asked to write a science report based on a "wordless" picture book about a familiar class of animals called crocodylia. The student writing corpus was coded for presence of a constellation of academic language features. Statistical analyses of these data showed that (a) the adolescents made limited use of academic language features in their writing, (b) there were no significant differences between the two grade levels in academic language use, (c) there was a significant relationship between reading ability and academic language use, and (d) academic language use was a significant predictor of writing quality. These findings highlight both the importance of and the need for more explicit attention to academic language in secondary literacy instruction. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |