extensive writing online
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Few classes with one teacher; insufficient contact with English
Emphasis on reading, grammar, vocabulary in high school.
Problems with first year tertiary English
“reading comprehension is predicted far morepowerfully by variables associated with the amount of reading that students engage in and their opportunities to read…”
Quantity
Cummins, J. (2000). Academic language learning, transformative pedagogy, and information technology: towards a critical balance. TESOL Quarterly, 34(3), 537-48.
“grammatical aspects of students’ writing seemto improve more from regular practice than they do as a result of having errors corrected”
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46, 327-69.
Archiving
Countable
Analyzable
Access any time
More sociable
CMC encourages greater volume
Online is best!
CMC > greater volume
Braine, G., & Yorozu, M. (1998). Local area network (LAN) computers in ESL and EFL writing classes. JALT Journal, 20(2), 47-59.
“perhaps the most remarkable and appealingfeatures of LANs are the high volume of
writing by students and their great degreeof participation”
Classroom dynamic
“the instructor played less of a role in Web-based BB discussions than the students did [whereas in face-to-face discussions contributions were] distributed evenly between the instructor and the students”
Kamhi-Stein, L. D. (2000). Looking to the future of TESOL teacher education: Web-based bulletin board discussions in a methods course. TESOL Quarterly, 34(3), 423-55.
“Shy students who usually do not participate in class discussion expressed opinions elaborately in online discussions, and greater participation was witnessed”
Shibuya, A. (2002). Utilizing eGroup for Japanese students. The Language Teacher, 26(3), 21-22.
Blackboard
www.blackboard.com
WebCT
www.webct.com
The Forum Company
www.forumco.com
StereoDreamScene
www.stereodreamscene.co.uk
Ezboard
www.ezboard.com
Limited hierarchy (threading):
Community > Forum > Topic
Topics contain original message and replies, but no replies to replies.
Disadvantage
ER program: more effective than frequent writing program at improving students' writing
ER vs EW
Tsang, W.-K. (1996). Comparing the effects of reading and writing on writing performance. Applied Linguistics, 17(2), 208-33.
ER EW
Fluency development
Meaning-focused input
Meaning-focused output
Language-focused learning
Waring
EW
?
ER
Nation
“in producing an L2, learners will on occasion become aware of (i.e. notice) a linguistic problem. Noticing a problem can 'push' learners to modify their output. In doing so, learners may sometimes be forced into a more syntactic processing mode than might occur in comprehension. Thus, output sets 'noticing' in train, triggering mental processes that lead to modified output. What goes on between the original output and its reprocessed form, it is suggested, is part of the process of second language learning.”
On output
Problems in Output and the Cognitive Processes They Generate: A Step Towards Second Language LearningMERRILL SWAIN and SHARON LAPKINApplied Linguistics, Volume 16, Issue 3: (1995)
Corder, S. P. (1981). Error analysis and interlanguage. Oxford: Oxford University Press.
erroneous output may be evidence that a learnerhas made a hypothesis about the language being learned and is testing it out
In speech comprehension, the interactive and compensatory nature of the human comprehension system can both promote comprehension and hinder language development for second language learners... the processes of grammatical encoding during production and monitoring to check the matching of the communicative intention and the output enable language learners to assess the possibilities and limitations of their interlanguage capability. This may, under certain conditions, serve as an internal priming device for consciousness raising for the learners, which in turn creates an optimal condition for language learning to take place.
Comprehension and Production Processes in Second Language Learning: In Search of the Psycholinguistic Rationale of the Output HypothesisShinichi IzumiApplied Linguistics Volume 24, Issue 2, 2003: pp. 168-196
students writing English summaries of books they read in an ER program scored better on cloze tests than students receiving instruction on cloze tests and than students writing summaries in Japanese
EW is necessary to realise the fullbenefits of the learning resulting fromER.
Mason, B., & Krashen, S. D. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102.
“Reading, then, if it is to represent engaged and meaning-making activity, must allow for the ways in which readers contribute to and make connections with the text. Writing provides a unique opportunity for discovering and exploring these contributions and connections, for it allows the reader to dialogue with a text and find a particular way into it.”
Zamel, V. (1992). Writing one's way into reading. TESOL Quarterly, 26(3), 463-85.
with first language classrooms, writing plays a central role in the learning process, but not so much with second language learning (at least in modern communicative approaches). With second language learning, research tends to focus on how learners learn to write in the second language, rather than how they learn the second language through writing. Similarly, in first language classrooms, researchers learn about children's learning processes through their writing, whereas this window into learning processes tends to be closed to a large extent with second language learners.
Harklau, L. (2002). The role of writing in classroom second language acquisition. Journal of Second Language Writing, 11(4), 329-50.
QQCs: what’s appropriate?
What percentage of the curriculum should be devoted to fluency-focused writing?
Journal writing: online or on paper?
How to handle accuracy-focused writing?
Questions
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