Publication:
Learners' writing approaches in the context of first and second language use

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dc.contributor.authorKARABINAR, SELMA
dc.contributor.authorsKarabinar, Selma
dc.contributor.editorArikan, A
dc.contributor.editorSarac, HS
dc.contributor.editorCelik, S
dc.contributor.editorCaner, M
dc.contributor.editorSert, O
dc.contributor.editorZorba, MG
dc.date.accessioned2022-03-12T04:23:23Z
dc.date.accessioned2026-01-10T20:32:34Z
dc.date.available2022-03-12T04:23:23Z
dc.date.issued2013-01
dc.description.abstractThe construct of writing approaches has been used to describe the relationship between the beliefs that writers have about writing and the patterns of strategies that they employ. The aim of the research is to investigate university students' conception of writing as deep and surface processes in L1 and L2 in Turkey. Students' writing approaches were measured through the Inventory of Processes in College Composition (IPIC) developed by Lavelle (1993). It can be concluded that deep approach is more frequent than the surface approach in both L1 and L2 but deep approach scores in L1 is higher than it is in L2. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of ALSC 2012
dc.identifier.doi10.1016/j.sbspro.2013.01.194
dc.identifier.issn1877-0428
dc.identifier.urihttps://hdl.handle.net/11424/223880
dc.identifier.wosWOS:000317217200164
dc.language.isoeng
dc.publisherELSEVIER SCIENCE BV
dc.relation.ispartofAKDENIZ LANGUAGE STUDIES CONFERENCE
dc.relation.ispartofseriesProcedia Social and Behavioral Sciences
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectwriting approaches
dc.subjectsurface approach
dc.subjectdeep approach
dc.subjectacademic writing
dc.subjectSELF-REGULATION
dc.titleLearners' writing approaches in the context of first and second language use
dc.typeconferenceObject
dspace.entity.typePublication
oaire.citation.endPage1337
oaire.citation.startPage1329
oaire.citation.titleAKDENIZ LANGUAGE STUDIES CONFERENCE
oaire.citation.volume70

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