This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by James, M. A. Search for Related Content Social Bookmarking                         What's this?

The Influence of Perceptions of Task Similarity/Difference on Learning Transfer in Second Language Writing

Arizona State University, Tempe

This study investigates the influence of students' perceptions of task similarity/ difference on the transfer of writing skills. A total of 42 students from a freshman ESL writing course completed an out-of-class writing task. For half of the students, the subject matter of the writing task was designed to be similar to the writing course; for the other half, it was designed to be different. All students were also interviewed about the writing task. Reports of learning transfer were identified in the interview transcripts, and students' performances on the task and on a recent assignment from the course were assessed. Results indicate that the intended task similarity/difference (i.e., in subject matter) did not have the expected impact on learning transfer; however, students' perceptions of task similarity/difference did influence learning transfer. Implications of these findings for theory, practice, and future research are discussed.

Key Words: freshman composition • ESL • content • topic • academic English

Written Communication, Vol. 25, No. 1, 76-103 (2008)
DOI: 10.1177/0741088307309547


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?