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

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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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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