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Improving Korean University Student EFL Academic Writing with Contrastive Rhetoric : Teacher Conferencing and Peer Response Can Help

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  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL 바로가기
  • 통권
    Vol.3 No.4 (2006.12)바로가기
  • 페이지
    pp.71-111
  • 저자
    Deron Walker
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182125

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원문정보

초록

영어
The field of Contrastive Rhetoric has existed as a discipline within ESL/EFL composition studies for the past forty years. Nevertheless, this article is one of the first to report the findings of a research study testing the effectiveness of specific pedagogical techniques (teacher conferencing and peer response) for delivering contrastive rhetoric-oriented instruction in an English composition classroom. The results of this study hold important implications for EFL university writing (especially in East- Asia), contrastive rhetoric-oriented instruction, and composition studies in terms of further delineating the effectiveness of teacher conferencing and peer response in English composition classrooms. This study was conducted at Handong Global University in Pohang, South Korea in Spring 2004. In this study, the teaching treatment of reinforcing contrastive rhetoric-oriented writing instruction conducted in classroom lecture with contrastive rhetoric-oriented writing instruction rendered in teacher conferences and peer response groups helped lowerlevel Korean university writers make significantly better improvement in their essay writing (as measured by pretest/posttest results) when compared to their control group peers, who only received contrastive rhetoric-oriented writing instruction through classroom lectures, discussions, and written feedback on essays. The current article expands on the original findings in an attempt to explain more precisely the effectiveness of teacher conferencing and peer response in this study.

목차

Teacher Conferencing
 Peer Response
 METHOD
 Implementing CR Instruction
 Training and Observation
 RESULTS
 DISCUSSION
 CONCLUSIONS
 THE AUTHOR
 REFERENCES
 APPENDIX

저자

  • Deron Walker [ California Baptist University, U.S.A. ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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