Horning's theory: for basic writers, academic written English is a second language¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 review), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article describes Alice Horning's (1987) theory of writing development for basic writers, formulated around Krashen's hypotheses. Its central hypothesis is that "(B)asic writers learn to write as other learners master a second language because, for them, academic written English is a whole new language" (p.5). The theory holds that the written form of language is a distinct linguistic system, and that basic writers' needs are similar to those of other writers, their differences being a matter of degree.

Design Implications¶

Context¶

Requirements¶

• Basic writers' needs must be met as Krashen's hypotheses address them if they are to acquire the ability to write

Constraints¶

• The theory applies to basic writers whose language skills and past educational experience have left them unable to successfully engage in academic writing

Target Learners¶

• basic writers
• native speakers developing writing ability

Target Learning Objectives¶

• acquisition of academic written English
• writing development

Claims¶

• Student-centered writing environments are argued to lower anxiety, increase confidence, and provide natural language contexts [+W]
• Writing is presented as uniquely corresponding to the features of successful learning [+W]

Related Theories¶

• Krashen's Monitor Model: five hypotheses distinguishing subconscious acquisition from conscious language learning
• Krashen's Monitor Model: acquisition versus learning as separate internal rule systems
• Krashen's five hypotheses of second language acquisition as principles for bilingual program design

Examples¶

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Key Sources¶

• Diaz, Diana M. (1988). First Language/Second Language: Acquisition, Writing, and Cognitive Development. https://eric.ed.gov/?id=ED294203