Marcela Ruiz-Funes(Ph.D., Virginia Tech) is Assistant Professor of Spanish, Department of Foreign Languages and Literatures, East Carolina University, Greenville, NC.
The Process of Reading-to-Write Used by a Skilled Spanish-As-a-Foreign-Language Student: A Case Study
Article first published online: 31 DEC 2008
© 1999 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 32, Issue 1, pages 45–58, March 1999
How to Cite
Ruiz-Furies, M. (1999), The Process of Reading-to-Write Used by a Skilled Spanish-As-a-Foreign-Language Student: A Case Study. Foreign Language Annals, 32: 45–58. doi: 10.1111/j.1944-9720.1999.tb02375.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
The purpose of this study was to explore how one skilled Spanish-As-a-Foreign-Lan-guage (SFL) student in a third-year level class performed reading-to-write tasks. Case study research methodology was used to investigate the processes of reading-to-write within an academic foreign language (FL) setting. The subject of the study was a skilled Advanced-Level SFL student from a composition class in a large southeastern university. She did one reading-to-write task as part of her class assignment which was analyzed in the study. Data were collected using stimulated-recall interviews. The subject kept reading and writing logs to help her stimulate recall of the processes she used. Results led to the design of a preliminary identification of the reading-to-write process that has important consequences for future research and implications for teaching.