Processes and Their Products: A Comparison of Task Sequences and Outcome in EAP Writing Classes.

Autor/inn/en	Allison, Desmond; und weitere
Titel	Processes and Their Products: A Comparison of Task Sequences and Outcome in EAP Writing Classes.
Quelle	In: Hong Kong Papers in Linguistics and Language Teaching, 18 (1995), S.13-32 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1015-2059
Schlagwörter	College Students; Comparative Analysis; Discussion (Teaching Technique); Economics; English for Academic Purposes; English (Second Language); Foreign Countries; Higher Education; Language of Instruction; Learning Strategies; Questionnaires; Reading Comprehension; Reading Writing Relationship; Task Analysis; Whole Language Approach; Writing Processes + Suchen Sie Ihr Suchwort? Collegestudent; Volkswirtschaftslehre; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching language; Unterrichtssprache; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Leseverstehen; Aufgabenanalyse; Integrierter Sprachunterricht
Abstract	A recent study proposed a rational for investigating the effects of mediating tasks upon a summary writing activity for tertiary-level students using English as an educational medium. The tasks in this study involved a group discussion or a reading comprehension exercise, with a third condition providing for immediate access to the text and summary instruction with no mediating activity. A subsequent comparative analysis of the content of summaries written by students under these three conditions revealed substantial difference on the selection and weighting of summary topics according to task conditions. Current comparisons focused on topic selection and relative prominence and on lexical density as a measure of the texture of the spoken and written discourse by self-report questionnaires given to 80, first-year economic students at the University of Hong Kong. Findings suggest interdependence between reading input and written output. It is suggested that student enthusiasm for the task adversely affected the written outcome in that interests were not perceived by the independent markers as being particularly salient to the text and the summary task. Appendixes present the text and student questionnaire used. (Contains 20 references.) (NAV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC