A Comparison of Writing Tasks in ESL Writing and First-Year Composition Courses: A Case Study of One US University

Autor/in	Lee, Jooyoung
Titel	A Comparison of Writing Tasks in ESL Writing and First-Year Composition Courses: A Case Study of One US University
Quelle	In: Language Teaching Research, 25 (2021) 3, S.360-377 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Jooyoung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819859866
Schlagwörter	Case Studies; Second Language Learning; Second Language Instruction; English (Second Language); Writing Instruction; Course Descriptions; Essays; Teaching Methods; Foreign Students; Undergraduate Students; Comparative Analysis; Task Analysis; Writing Evaluation; Writing Assignments; Language Tests; Test of English as a Foreign Language; International English Language Testing System + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Kursstrukturplan; Essay; Aufsatzunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Language test; Sprachtest; Language tests; Englisch
Abstract	Many international students in American universities are required to take writing courses in English as a second language (ESL) before participating in a mainstream first-year composition (FYC) course. Given that the goal of ESL writing course is to prepare students for FYC course, the connection between ESL and FYC courses is significant. This study investigates the correspondence of two such courses in terms of writing tasks based on the analysis of course syllabi, assignment sheets, and interviews with eight ESL course and 10 FYC instructors as well as 26 international students who are from diverse countries and took both composition courses. The findings suggest that students' assignments from both courses are all essays in terms of genre, but show differences with regard to the text's purpose, audience, information source, topic, and rhetorical function. Students are also aware of such similarities and differences, but occasionally demonstrate less sophisticated or inaccurate understanding of the assignments. Pedagogical implications for modifying the writing assignments in ESL courses to fit the expectations of FYC courses are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01