Context-Model-Based Instruction in Teaching EFL Writing: A Narrative Inquiry

Autor/in	Lin, Zheng
Titel	Context-Model-Based Instruction in Teaching EFL Writing: A Narrative Inquiry
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1154258 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1154258
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Writing Instruction; Audio Equipment; Teacher Researchers; Student Attitudes; Correlation; Intercultural Communication; Context Effect; Learning Experience; Action Research; Teacher Education Programs; Foreign Countries; College Students; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Audio-CD; Lehrerforschung; Schülerverhalten; Korrelation; Interkulturelle Kommunikation; Lernerfahrung; Projektforschung; Ausland; Collegestudent
Abstract	This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students' development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher's memos, and the students' reflections on their learning experience in the study. The findings that have resulted from this narrative inquiry show (1) the context-model-based instruction has helped students develop their context model; (2) students could learn to configure the four elements of the context model (i.e. "the purpose of communication, the subject matter, the relationship with the reader and the normal pattern of presentation"); and (3) students could learn to be mindful to proactively apply the context model in the process of EFL writing to manage the situated, dynamic and intercultural issues involved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01