Abstract
The purpose of this study was to explore how one skilled Spanish-As-a-Foreign-Language (SFL) student in a third-year level class performed reading-to-write tasks. Case study research methodology was used to investigate the processes of reading-to-write within an academic foreign language (FL) setting.The subject of the study was a skilled Advanced-Level SFL student from a composition class in a large southeastern university. She did one reading-to-write task as part of her class assignment which was analyzed in the study. Data were collected using stimulated-recall interviews. The subject kept reading and writing logs to help her stimulate recall of the processes she used. Results led to the design of a preliminary identification of the reading-to-write process that has important consequences for future research and implications for teaching.
Original language | English |
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Pages (from-to) | 36-58 |
Number of pages | 23 |
Journal | Foreign Language Annals |
Volume | 32 |
Issue number | 1 |
State | Published - 1999 |