Reflections on Teaching Referencing: What Four Case Studies Can Tell Us about Developing Effective Teaching Strategies

Autor/in	Hyland, Theresa
Titel	Reflections on Teaching Referencing: What Four Case Studies Can Tell Us about Developing Effective Teaching Strategies
Quelle	In: TESL Canada Journal, 27 (2010) 2, S.51-67 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teacher Effectiveness; Individual Differences; Case Studies; Teaching Methods; Essays; Interviews; Linguistic Input; Guidelines; Writing Instruction + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Individueller Unterschied; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Essay; Aufsatzunterricht; Interviewing; Interviewtechnik; Sprachbildung; Richtlinien; Schreibunterricht
Abstract	Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one-size-fits-all formula for researching and teaching referencing do not consider individual differences in students' development of the complex set of skills that we know are involved in referencing practice. Further, although we say that we want students to be creative in their reading and writing practices, our teaching encourages them to look for correct answers in their reading of sources and to imitate set formulae for writing essays. This article examines four case studies taken from a larger aggregate study of EL1 and EL2 students. In their interviews and essay scripts, these students show varying levels of awareness of appropriate referencing practices. After examining these differences, I adapted Ada's (Cummins, 1996) framework for comprehensible input and critical literacy, as well as work by Hinkel (2002), Keck (2006), and Kintsch (1998), to develop some strategies for teaching referencing that address individual differences. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10