Contributions of a genre-based teacher education course to second language writing teachers’ cognitions

Author(s):  
Mostafa Nazari ◽  
Parastoo Alizadeh Oghyanous
2021 ◽  
Vol 11 (3) ◽  
pp. 423-444
Author(s):  
Barry Lee Reynolds ◽  
Mark Feng Teng

The study examined the types of written corrective feedback given by second language writing teachers on Taiwanese secondary school students’ collocation errors. First, the written corrective feedback that teachers provided on learners’ word choice errors was examined to uncover the types of feedback provided. Then, analysis focused on verb–noun collocations to draw attention to how students had been receiving different types of written corrective feedback from teachers on a single collocation error type. Results showed that some sentences tagged as including word choice errors only contained rule-based errors. Furthermore, for verb-noun collocation errors, teachers chose to provide indirect and direct feedback almost equally at the expense of metalinguistic feedback. Based on the results, we suggested options for second language writing teachers when providing feedback on word choice errors.


Author(s):  
Darío Luis Banegas ◽  
Marianela Herrera ◽  
Cristina Nieva ◽  
Luisina Doroñuk ◽  
Yanina Salgueiro

2013 ◽  
Vol 46 (3) ◽  
pp. 382-393 ◽  
Author(s):  
Juval V. Racelis ◽  
Paul Kei Matsuda

The field of second language (L2) writing has moved beyond the false dichotomies between process- and genre-based pedagogies perpetuated in the 1980s and 1990s, but there has still been little research on how the two are actually reconciled in the classroom. Consequently, L2 writing instructors are left with an incomplete picture, unsure how to incorporate such research into their own classrooms. This paper describes how one teacher, Juval, encountered the research on process- and genre-based pedagogies and negotiated his understanding of this research into his practice. Alongside Juval's voice is the voice of a teacher educator, Paul, setting these frameworks in the context of larger developments in the field of L2 writing. Their discussion takes Juval from his initial view of writing as a grammar-elicitation task to his resort to research for answers to the complex needs of his students. With further support from colleagues, Juval reaches a place where the two pedagogies are not only reconciled but work together to prepare his students for their writing tasks. His narrative chimes with the experience of many L2 writing teachers and should inspire novice and experienced teachers to reflect on their relationship with theory and research.


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