Identifying the needs of efl learners of academic

1,294 views
1,152 views

Published on

Published in: Entertainment & Humor
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,294
On SlideShare
0
From Embeds
0
Number of Embeds
6
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • http://www.youtube.com/watch?v=g2WLQDTxWJk&feature=related
  • Help Esl/Efl teachers enable English learners to write more acceptably for native English readers  pedagogical applications
  • Identifying the needs of efl learners of academic

    1. 1. Identifying the Needs of EFL Learners of Academic Writing: Help From Contrastive Rhetoric.<br />Authors: Glenn Deckert<br />(Eastern Michigan University, USA) <br />Irene Kuzminykh<br />(Ion Creanga State pedagogical University, Moldova)<br />Published in: TESL Reporter, <br />vol. 41 (I). April 2008<br />
    2. 2. Tendency to apply L1 writing habits when writing in English<br />Contrastive Rhetoric – the study of “text construction across languages and cultures” Kaplan&Grabe, 2002<br />
    3. 3. Background Research Summary<br />
    4. 4. According to Petric, 2005<br />
    5. 5. Research Question<br />How might the writing patterns ofstudents from former USSR differ from the academic writing that prevails among native English speakers in Anglo-American setting?<br />
    6. 6. Research Methodology<br />Spontaneously generated texts would represent established norms of writing in the respective cultural and school setting<br />
    7. 7. Description of Sample<br />Moldova, L1=Russian<br />USA, L1=English<br />
    8. 8. Writing task: 40 min<br />Some students think that the most important thing in a foreign language course is to get a good grade, but others think that the advantage in learning a foreign language are more important than a good grade. Write a composition to give your viewpoint on this. Suppose you are writing your composition for students who are going to take your present foreign language class next semester. Imagine they are the people who will read your composition. <…><br />
    9. 9. Data Collection and Analysis<br />
    10. 10. Data Collection and Analysis<br />
    11. 11. Data Collection and Analysis<br />
    12. 12. Data Collection and Analysis<br />
    13. 13. Data Collection and Analysis<br />
    14. 14. Data Collection and Analysis<br />
    15. 15. Let’s Sum Up<br />Longer, more complex sentences<br />Shorter, less complex sentences<br />Length of compositions<br />Less underdeveloped paragraphs<br />More underdeveloped paragraphs<br />Proportion of 3rd person orientation<br />Favor transition words as a device of coherence<br />Favor 3rd person pronouns as a device of coherence<br />
    16. 16. Important Variables <br />English writers slightly older;<br />English writers had taken or were taking a course in English composition<br />
    17. 17. Results – Pedagogical suggestions<br />Compare texts in 2L for cultural differences  organization in writing;<br />Well developed paragraph is more than 2 sentences – a unit of thought;<br />Impress the importance of TS – practice!<br />Raise awareness about transition words.<br />

    ×