Task-Based Writing Instruction

Autor/in	Bantis, Alexandros
Titel	Task-Based Writing Instruction
Quelle	In: CATESOL Journal, 21 (2010) 1, S.9-28 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	Writing Instruction; Teaching Methods; Second Language Instruction; English Language Learners; Individualized Instruction; Reading Programs; Prompting; Constructivism (Learning); Writing (Composition); Elementary School Students; Grade 3; Editing; Revision (Written Composition); Mixed Methods Research; Urban Studies; Public Schools; Language Acquisition; Oral Language; Written Language; Data Analysis; Writing Evaluation; California + Suchen Sie Ihr Suchwort? Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Individualisierender Unterricht; Benutzerführung; Schreibübung; School year 03; 3. Schuljahr; Schuljahr 03; Redaktion; Textbearbeitung; Korrektur; Stadterkundung; Public school; Öffentliche Schule; Sprachaneignung; Spracherwerb; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Auswertung; Kalifornien
Abstract	The purpose of this study was to investigate the impact of task-based writing instruction, a communicative language-teaching method, on second language acquisition and differentiation of instruction for English language learners during the independent work time instructional component of the Open Court Reading program. Through student-teacher interaction that incorporated prompts, recasts, and constructivist pedagogy, the students' rough drafts (written interlanguage) were transformed into standard English at the conclusion of 1-to-1 writing conferences. One teacher and 10 3rdgrade students participated in this mixed-methods study. The study took place after school for 1 month (20 sessions of 20-45 minutes each). The data consisted of 35 transcribed writing conferences, writing samples, and interviews. Results indicate that it can be a useful vehicle for differentiated instruction, constructivist pedagogy, and second language acquisition to address the diverse needs of second language learners. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01