Graphic Organizers Support Young L2 Writers' Argumentative Skills

Autor/inn/en	Mora-González, Carlos Andrés; Anderson, Carl Edlund; Cuesta-Medina, Liliana
Titel	Graphic Organizers Support Young L2 Writers' Argumentative Skills
Quelle	In: GIST Education and Learning Research Journal, (2018) 17, S.6-33 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1692-5777
Schlagwörter	Instructional Materials; Persuasive Discourse; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Grade 6; Skill Development; Writing Instruction; Teacher Attitudes; Diaries; Writing Processes; Native Language; Connected Discourse; Secondary School Students; Grounded Theory; Colombia + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Persuasion; Persuasive Kommunikation; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 06; 6. Schuljahr; Schuljahr 06; Kompetenzentwicklung; Qualifikationsentwicklung; Schreibunterricht; Lehrerverhalten; Diary; Tagebuch; Sekundarschüler; Kolumbien
Abstract	This qualitative study had the objective of analyzing the influence of graphic organizers on the development of written argumentative tasks in a group of sixth-grade Colombian L2 English learners. Learners are increasingly required to analyze information presented in languages other than their first critically to form reasoned opinions and solve problems. It is thus urgent to develop their argumentation skills, needed not only for academic success but also later professional life--and, indeed, by participant citizens in democratic societies. Although there has been some increased interest in teaching argumentation at primary and secondary levels, this remains relatively unexplored Colombia, certainly when considering writing in a second language. For the present study, data were collected through a questionnaire, a survey, a focus group, a teachers' journal, and students' written artifacts and analyzed through the grounded theory approach. Findings revealed that using graphic organizers influenced learners' argumentative writing skills positively, specifically through supporting strategic information planning and argumentative linearization during the pre- and while-writing stages. These understandings, which show that younger learners can develop complex argumentative writing skills in a second language, offer significant lessons for teachers of language--and content--in both the first and additional languages. (As Provided).
Anmerkungen	Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://gistjournal.unica.edu.co/index.php/gist
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01