A Case Study on the Conceptualization and Teaching Practice of L2 Argumentative Writing Instruction

Autor/in	Chen, Zhiying
Titel	A Case Study on the Conceptualization and Teaching Practice of L2 Argumentative Writing Instruction
Quelle	In: English Language Teaching, 13 (2020) 11, S.30-39 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Case Studies; Second Language Learning; Second Language Instruction; English (Second Language); Majors (Students); Writing Instruction; Persuasive Discourse; Writing Skills; College Faculty; Revision (Written Composition); Teaching Methods; Teacher Attitudes; Undergraduate Students; Evaluation Criteria; Writing Evaluation; Student Attitudes; Teaching Styles; Foreign Countries; China + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Persuasion; Persuasive Kommunikation; Writing skill; Schreibfertigkeit; Fakultät; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schülerverhalten; Lehrstil; Unterrichtsstil; Ausland
Abstract	Argumentative writing is one of the main writing types in Second Language Writing (SLW) instruction, as it links with the assessment of language capacity in tests. It is a common course for students of tertiary education, but few instructors have a clear comprehension of it. With the goal of giving circumspect teaching implications, this study serves as an illustration for argumentative writing lecturers in higher education. In this study, semi-structured interview, classroom observation and collected written drafts are used as research tools to discover the conceptualization and teaching practice of two lecturers who are instructing English-major sophomores. The findings show that different teaching beliefs (human-oriented and task-oriented) lead to different teaching process in argumentative writing class. Besides, the assessment criteria and students' response are revealed to understand the effects of those instructions accordingly. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01