Personal recounts represent a core narrative genre that novice L2 learners typically encounter when learning about everyday experiences in the target culture. Expressing a “journey of significance” (Rothery & Stenglin, 1997, p. 248) through a succession of well-defined events, recounts are ideal textual environments for beginning learners to practice verb forms and cohesive devices (e.g., Abdel-Malek, 2019). A key feature of recounts are temporal-spatial circumstantial meanings, often realized lexico-grammatically through adverbial and prepositional phrases that guide movement through a sequence of habitual actions and reported happenings. While circumstances enhance (Halliday & Matthiessen, 2004) recounts by providing additional details to situate events, L2 learners sometimes avoid producing these meanings (Gleason, 2014).

Adopting an Integrated Performance Assessment (Adair-Hauck, Glisan, & Troyan, 2013) and genre-based approach (Martin, 2009; Martin & Rose, 2008), this study explores how collegiate beginning L2 learners of German develop their ability to write stories of travel experiences. Data come from two second-semester German classes in fall 2019 (n = 10). Pre- and post-tests of learners’ written recounts of their own vacation experiences provide information about learners’ developing facility with the genre, including the ability to produce temporal-spatial meaning discursively. Implications for supporting and evaluating beginning L2 learners’ narrative writing within Integrated Performance Assessments are offered.

个人叙述代表了初学者的初学者在学习目标文化的日常经历时通常会遇到的核心叙事类型。通过一系列定义明确的事件来表达“重要旅程”（Rothery＆Stenglin，1997，第248页），重新计数是初学者练习动词形式和衔接装置的理想文本环境（例如，Abdel-Malek，2019年） ）。叙述的关键特征是时空环境意义，通常通过副词和介词短语在词汇语法上实现，这些副词和介词短语通过一系列习惯动作和所报告的事件来指导运动。虽然情况有所改善（Halliday＆Matthiessen，2004）通过提供其他事件发生地点的详细信息进行重述，二语学习者有时会避免产生这些含义（Gleason，2014）。

本研究采用综合绩效评估（Adair-Hauck，Glisan和Troyan，2013年）和基于体裁的方法（Martin，2009年； Martin＆Rose，2008年），探索了大学英语初中学习者如何发展写故事的能力的旅行经历。数据来自2019年秋季的两个第二学期德语班（n = 10）。学习者对自己的假期经历的书面叙述的前测和后测，将提供有关该类型学习者发展能力的信息，包括以话语方式产生时空含义的能力。提供了在综合绩效评估中支持和评估初中二语学习者的叙事写作的含意。