PROCESS WRITING APPROACH TO OVERCOME GLOBAL WRITING CONCERNS

2016 ◽  
pp. 46-50
Author(s):  
Elena Sergeevna Nadtocheva ◽  
Anna Nikolayevna Oveshkova
Author(s):  
Arnold A. Goldstein ◽  
◽  
Peggy G. Carr
Keyword(s):  

2020 ◽  
Vol 2019 (1) ◽  
pp. 433
Author(s):  
Sachi Oshima

This study investigates the effectiveness of explicit instruction on text structure in the development of Japanese EFL college students’ English writing skills by examining two research questions: (1) How does students’ writing change after being given lessons on explicit instruction and process writing?; and (2) How do students’ perceptions of English writing change due to process writing and explicit instruction on text structure? Two groups of students were given four lessons on process writing and explicit instruction. While one group of advanced-level students wrote an argumentative essay, the other group with beginner-level students wrote a descriptive essay. The results suggest that explicit instruction on text structure can be a useful means of developing English writing skills regardless of students’ English proficiency levels. Students self-report indicated that their ability to organize ideas was highly improved, and they exhibited positive changes in writing in terms of organization and awareness of readers. 本研究では、EFL環境下にある日本人大学生を対象に、文章構成(text structure)の明示的指導がライティングにどのような効果を有するかを、次の2点について考察し、検証した。(1)プロセスライティングと文章構成の明示的指導により、学習者の英語ライティングはどのように変化するか。(2)プロセスライティングと文章構成の明示的指導により、学習者の英語ライティングに対する認識はどのように変化するか。2グループの学生に対しプロセスライティングと文章構成に関する明示的な指導を4レッスンずつ行った。英語上級者のグループにはargumentative essay(議論型エッセイ)を、初級者のグループにはdescriptive essay(記述型エッセイ)を書かせた。結果、文章構成の明示的指導は、学習者の英語運用能力に関わらず、英語ライティングの向上に効果的であることが分かった。学習者は文章構成力が最も上がったと回答しており、ドラフトにも文章構成力の向上や読み手を意識した文章への変容といった効果が表れた。


Author(s):  
Gayle Rogers

Approaches the question of nativism—an investment in the rejuvenation of one’s nation and its putative mother tongues—through a practice that would seem to be at odds with it: translation. Unamuno used translation to reform the Spanish language, and through it, he became instrumental in launching the study of American literature in Spain in the first two decades of the twentieth century. He did so by discovering his “voice” in Spanish, he claimed, through his translations of everyone from Thomas Carlyle to Walt Whitman. This chapter thus deconstructs Unamuno’s nostalgic vision of the Spanish empire and its linguistic unity after 1898 through his own work as a translator of English, and then specifically US writing, set against his own theories of the future shared dominance of global writing by Spanish and English.


2017 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Awatif Abu Al-Sha'r

This study assesses the effect of using hypermedia web browsers including hypertext links on EFL university students' achievement in writing academic essays in English compared to using other two writing approaches ( The product writing approach and the process writing approach). The participants of the study (108 undergraduates enrolled in Writing II Course at Al-al-Bayt University) were assigned to 3 groups: group A (36) used the product writing approach; group B (35) used the process writing approach; whereas group C (37), which was assigned as the experimental group used the hypermedia web browsers approach. Every participant in the three groups produced four essays on topics chosen from current oriented events under the required conditions of each approach. Twelve weeks later, the participants were asked to write the same three essays after implementing the experiment. Two English language instructors from the English Language Department were asked to follow the procedures and instructions of teaching this writing course. One has taught groups A and B in the classrooms using the product writing and the process writing approaches while the other taught the experimental group (group C) via using hypermedia web browsers approach in the computer lab. Means, standard deviations and ANCOVA were used for statistical analysis. Three categories of assessing the writing essays (organization, content, style and mechanics) were considered in correcting the participants' written essays. The experiment lasted for three months during the first semester of 2015/2016. The findings indicated that there were statistically significant differences in the mean scores of the post-written essays of group C due to browsing the web for relevant information on current events. Recommendations were included for pedagogical purposes in the writing courses in English for EFL students at the university level.


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