Abstract
As compared to research with adults, children's writing is not particularly visible as a field of inquiry in foreign language (L2) writing research. Graham and Macaro (2007) and Macaro (2007) initiated a research programme in the United Kingdom aimed at ascertaining how British school children employ formulation strategies when composing French texts. This chapter answers the following research question: To what extent are the L2 writing strategies used by Spanish primary school children dependent on their level of L2 proficiency? The study took place in a primary school situated in a middle-class area in the Southeast of Spain (Murcia). The low-and mid-ability children had access to a limited repertoire of strategies and, as a result, were less successful than their high-ability counterparts in articulating their ideas on paper. Keywords: foreign language; Spanish primary school children; United Kingdom
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
