Bücher von Donna Bain Butler

The purpose of the Journal for Distinguished Language Studies (ISSN 1547-7819) is to provide a forum for exchanging information about teaching to and reaching near-native foreign language proficiency for teachers, learners, and professional language users. Areas of interest include research, theory, and practical application.Currently, the Journal for Distinguished Language Studies is published biennually. Volume 8 cover. From 2003-2010, the Journal for Distinguished Language Studies was published by the Coalition of Distinguished Language Centers, which closed in 2010. Since 2011, journal has been published by MSI Press LLC in Hollister, California.Always cutting-edge and containing experience and research unavailable mostly anywhere else about teaching and learning at such high levels of foreign language proficiency, articles in Volume 8 present personal experience, teaching experience, and research in the USA and France, and includes a range of foreign languages: Chinese, English, Russian, Spanish (including heritage Spanish), and formative assessment that can be used with any foreign language. Five books on high-level-proficiency topics are reviewed.

This study had a research purpose and a pedagogical purpose. Research disclosed the dynamic, changing nature of (learner-internal and learner-external) variables that influence strategic competence for developing EFL/ESL writers. This competence was found necessary for international graduate students to move from writer-centered learning to reader-centered communication. The research instruments proved to be practical tools for guiding learners' processes of learning and writing a scholarly paper or article and avoiding plagiarism. The implication for teachers and program administrators is a systematic approach for developing self-regulation (control) in EFL/ESL writing. The first part of the book reports on the mixed methods (quantitative and qualitative) research. The second part gives an in-depth report of the 6 cases used in the research. The third part presents tools for systematically developing self-regulation in scholarly (and academic) writing with (a) student and teacher checklists for formative assessment that are valid and reliable; and (b) a model syllabus for teachers that can be adapted across disciplines and genres. These tools deal with learning strategies and their applications to writing and writing instruction.