CHUNKS IN L2 WRITING: PEDAGOGICAL IMPLICATIONS FROM GERMAN UNIVERSITY LANGUAGE ENTRANCE EXAMS

Авторы

  • Sandra McGury Zurich University of Applied Sciences, Switzerland
  • Nadja Wulff University of Education Freiburg, Germany

DOI:

https://doi.org/10.46827/ejfl.v7i2.4781

Ключевые слова:

chunks, L2 writing, German as a second language, German as a foreign language, German language exams, L2 writing strategies

Аннотация

Before their enrollment in a German university, international prospective students face the challenge of mastering coherent written texts for language entrance exams which assess the test takers’ ability to compare and contrast, discuss, or argue for a position using the appropriate linguistic tools and following norms conforming to the accepted standards within German academia. This paper discusses how test takers perform in such tasks and which strategies they make use of.

 

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Биографии авторов

  • Sandra McGury, Zurich University of Applied Sciences, Switzerland

    Sandra McGury is a Senior Research Associate at the Institute of Language Competence in the Applied Linguistics Department at Zurich University of Applied Sciences. The manager of the Swiss Global Competence Lab, she is interested in the link between language acquisition and assessment in the international context, within higher education, and as part of the processes in internationalization of the curriculum.

  • Nadja Wulff, University of Education Freiburg, Germany

    Nadja Wulff is an Assistant Professor at the University of Education in Freiburg. Her research focuses on the didactics and methodology of German as a second and foreign language, and in particular on vocabulary teaching, language and content acquisition, writing in L2, multilingualism and language comparison in the classroom.

Библиографические ссылки

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Загрузки

Опубликован

2023-04-22

Выпуск

Том 7 № 2 (2023)

Раздел

Articles

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