Earticle

초록

영어

This study examined the situated writing process as realized through instructional procedures in one L2 writing course and teacher-student interaction during these instructional procedures. To examine this writing process, the database of this study included observation notes, transcripts of classroom interactions, interview transcripts, and teaching materials. The findings are meaningful in twofold. First, the details of process-oriented approaches revealed the teacher’s pedagogical beliefs about L2 writing instruction and the teacher’s interpretation of contextual factors like program goals. Second, interactions between the teacher and students highlighted topics and patterns of classroom discussion with the sequences of classroom talk referring to the goal or pedagogical foci.

목차

abstract
 I. Introduction
 II. Theoretical orientation: Process-oriented L2 writing
 III. Research method
  3.1 Participants
  3.2 Context of the writing course
  3.3 Data collection and analysis
 IV. Findings
  4.1 Introducing the writing assignment
  4.2 Brainstorming ideas
  4.3 Processing the research article
  4.4 Connecting ideas to the writing assignment
  4.5 Evaluating sources
  4.6 Integrating researched information: Avoiding plagiarism
  4.7 Writing to evaluate: Writing strategies
  4.8 Critiquing students’ sample paragraphs
  4.9 Implementing peer review workshop
  4.10 Discussing the teacher’s written commentary
 V. Conclusion
 Works Cited

키워드

저자

• Yu, Ho-jung [ Arizona State University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [Studies on English Language & Literature]

• 간기

  계간

• pISSN

  1226-8682

• 수록기간

  1972~2020

• 십진분류

  KDC 840 DDC 820