Accounts of school in Vietnam and Australia: An Analysis of L2 writing development

Forman, SR

Accounts of school in Vietnam and Australia: An Analysis of L2 writing development

Forman, SR

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Publisher:: National Centre for English Language Teaching & Research
Publication Type:: Journal Article
Citation:: Prospect, 2004, 19 (3), pp. 39 - 53
Issue Date:: 2004-01

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Field	Value	Language
dc.contributor.author	Forman, SR	en_US
dc.date.issued	2004-01	en_US
dc.identifier.citation	Prospect, 2004, 19 (3), pp. 39 - 53	en_US
dc.identifier.issn	0814-7094	en_US
dc.identifier.uri	http://hdl.handle.net/10453/1025
dc.description.abstract	This paper examines two pieces of writing in English by a high school student from a ChineseVietnamese background. The texts were produced after approximately one, and then two, years residence in Australia. An analysis was conducted following the meaning-based grammar of Halliday. A significant development of the students second language (L2) writing from one text to the next was found, particularly in his representation of experience and in fulfilment of the task itself. There were some areas where the students writing had not progressed, and others areas where avoidance of problematic grammatical forms was apparent.	en_US
dc.publisher	National Centre for English Language Teaching & Research	en_US
dc.relation.ispartof	Prospect	en_US
dc.title	Accounts of school in Vietnam and Australia: An Analysis of L2 writing development	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	19	en_US
utslib.for	2004 Linguistics	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	3	en_US
pubs.volume	19	en_US

Abstract:

This paper examines two pieces of writing in English by a high school student from a ChineseVietnamese background. The texts were produced after approximately one, and then two, years residence in Australia. An analysis was conducted following the meaning-based grammar of Halliday. A significant development of the students second language (L2) writing from one text to the next was found, particularly in his representation of experience and in fulfilment of the task itself. There were some areas where the students writing had not progressed, and others areas where avoidance of problematic grammatical forms was apparent.

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http://hdl.handle.net/10453/1025