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1
De, Silva Kalinga Radhika Meghamala. "The impact of writing strategy instruction on EAP students 'writing strategy use and writing performance." Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533757.
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The study investigated the impact of writing strategy instruction on English for Academic Purposes (EAP) students' writing strategy use and writing performance. The sample consisted of 72 undergraduates -following the English for Science course at the Open University of Sri Lanka. The study adopted a mixed method true experimental research design. The data were collected using strategy questionnaires, stimulated recall protocols, diary entries, writing strategy checklists and writing tests. This longitudinal study attempted to investigate the feasibility of strategy instruction, the impact of strategy instruction on learners' strategy use and writing performance and the effects of task type and other learner variables on writing strategy use. A writing strategy instruction cycle was specifically designed for EAP students and was tried out with the experimental group. The data were analyzed both quantitatively and qualitatively. The results showed that the writing strategy instruction had a positive impact on learners' strategy use and writing performance. The Experimental Group who underwent strategy instruction outperformed the Control Group which did not receive such training, in the use of most of the strategy categories and total strategy use and in the total writing scores at the post-test. The findings also showed that the students could be trained not only to use writing strategies but also to use them effectively to achieve their desired outcomes. The present study found that writing strategy instruction was feasible with English for Academic Purposes students and it was equally beneficial to students irrespective of their attainment level, gender, or Lt. The findings of the present study provide empirical evidence which supports some of the theoretical underpinnings of Language Learner Strategy research. The study proposes a tentative cycle for writing strategy instruction for English for Academic Purposes students.
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El-adawy, Rasha Mahmoud. "Teaching EAP Through Distance Education: An Analysis of an Online Writing Course." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2187.
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Thesis (M.A.)--Indiana University, 2010.<br>Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Thomas A. Upton, Julie A. Belz, M. Catherine Beck. Includes vitae. Includes bibliographical references (leaves 97-106).
3
Li, Mimi. "Small Group Interactions in Wiki-Based Collaborative Writing in the EAP Context." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5254.
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Due to recent developments in Web 2.0 technologies, computer-mediated collaborative writing has captured the growing attention of second language researchers and instructors. The affordance of wikis for collaborative writing has been hailed, but few studies have explored the nature of wiki collaboration and interaction during small group writing using wikis. This dissertation investigated dynamic group interactions in wiki-based collaborative writing tasks in an English for Academic Purposes (EAP) course at a southeastern public research university in the U.S. A total of twenty-nine English as a Second Language graduate students collaboratively worked on two writing tasks within small groups in Wikispaces sites. By adopting a multiple-case study approach, I closely examined four small groups that had diverse L1 background composites and presented a comprehensive picture of students' wiki-based collaborative writing.
Informed by sociocultural theory, particularly the notions of scaffolding and zone of proximal development, I explored small group interactions to derive how they negotiated writing tasks, co-constructed writing, and mutually scaffolded wiki writing processes. I also examined what factors mediated the dynamic interactions, and in what ways the interactions influenced wiki writing products and connected with students' reflections about wiki collaborative writing. The triangulated data sources included archived wiki "Discussion," "Comments," "History," and "Page" records, pre-task and post-task questionnaire surveys, post-task and follow-up interviews, students' reflection papers, instructors' assessment of students' wiki group writing, and my research logs. In terms of the data analysis, I mainly conducted qualitative procedures using constant comparative method and content analysis, supplemented with descriptive analysis.
The results revealed that the four small groups demonstrated four characteristic patterns of interaction. The patterns were not static across two wiki writing tasks. Mixed patterns were found in Group 1 (Collective-- Active/withdrawn) and Group 3 (Dominant/defensive-- Collaborative). Group dynamics were also evident in Group 2 (Expert/novice) and Group 4 (Cooperating in parallel). These patterns were featured with language functions that small groups performed while negotiating writing tasks, writing change functions that they performed while constructing joint texts, and scaffolding strategies that they applied throughout collaborative writing processes. In addition, multiple factors mediated small groups' wiki interactions: motives/goals, agency and emotion, and prior experiences in such aspects of cultural background, small group work, and technology use. Moreover, the group interactions had influences on joint wiki writing products and also connected with students' reflections about wiki affordances and their learning experiences. This study bridged the gap in computer-mediated collaborative writing research, and also shed new light on the networked writing pedagogy in the EAP context.
4
A, l.-Zefeiti Ali Salim. "A stakeholder evaluation of an English for Academic Purposes (EAP)writing programme." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520651.
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Unlu, Zuleuha. "Exploring teacher-student classroom feedback interactions on EAP writing : a grounded theory approach." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/74253/.
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This thesis reports an investigation/exploration of one-to-one teacher-student feedback interactions inside EAP classrooms about learners’ academic writing at a higher education institution in England. It is constructivist, and a single case study with embedded units. It also draws on the inquiry traditions of grounded theory. Interviews with EAP teachers and students as well as classroom observations/field notes and supplementary audio recordings as methods of data collection were utilized. Informed by the hypothesis-generation procedure of grounded theory, the study first followed the stages of open, selective and theoretical coding to present a holistic account of one-to-one classroom feedback interactions between teachers and students in the complete data. After developing the theory, the components of the theory were compared and contrasted (within when possible, and) across case units. The analysis of classroom observations revealed three patterns of teacher-student relationship in the feedback interactions. These relationship patterns were collaborative relationship, normative relationship and subordinated relationship. It was also revealed that teachers and students constructed these relationship patterns by utilizing certain actions. In collaborative relationship, teachers utilized actions of diagnosis, suggestion, stimulation, and warning. Learner actions in this relationship were initiation, clarification, suggestion, verification/confirmation, surmise, and challenge. In normative relationship, teachers utilized actions of arbitership and evaluation while learners used conforming and withdrawal. In subordinated relationship, teachers utilized deferral, and learners used adducing. The interview data revealed learners’ and teachers’ institutional-self as the possible influencing factor on how relationship patterns were constructed. Likewise, learners’ critical awareness of academic writing was found as one of the potential consequences of those relationship patterns. No possible consequence was revealed for teachers. The study contributes by presenting an analytical framework to analyse classroom feedback interactions inside EAP classes while foregrounding EAP classroom setting as an underexplored area to understand diverse controversial issues in the field of EAP.
6
Zhao, Jun. "Metaphors and Gestures for Abstract Concepts in Academic English Writing." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195298.
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Gestures and metaphors are important mediational tools to materialize abstract conventions in the conceptual development process (Lantolf and Thorne, 2006): metaphors are used in the educational setting to simplify abstract knowledge for learners (Ungerer and Schmidt, 1996; Wee, 2005); gestures, through visual representation, can "provide additional insights into how humans conceptualize abstract concepts via metaphors" (Mittelberg, in press, p. 23).This study observed and videotaped four composition instructors and 54 ESL students at an American university to probe how their metaphorical expressions and gestures in a variety of naturally occurring settings, such as classroom teaching, student-teacher conferencing, peer reviewing and student presentations, represent the abstract rhetorical conventions of academic writing in English. By associating students' gestures with the instructors' metaphors and gestures, this study found evidence for the assistive roles of metaphors and gestures in the learning process. The final interviews elicited students' metaphors of academic writing in English and in their first languages. The interviewees were also asked to reflect upon the effectiveness of the metaphors and gestures they were exposed to.This study confirmed the roles of gestures in reflecting the abstract mental representation of academic writing. Twelve patterns were extracted from the instructors' data, including the linearity, container, building, journey metaphors and others. Of these twelve patterns, six were materialized in the students' gestural usage. The similarity of gestures found in the instructors' and students' data provided proof of the occurrence of learning. In the elicited data, students created pyramid, book, and banquet metaphors, to highlight features of academic writing in English and in their first languages. These new metaphors demonstrate students' ability to synthesize simple metaphors they encountered for a more complex one, which is more significant in the learning process. The interviews suggest that metaphors are better-perceived and more effective in relating abstract knowledge to the students. Gestures were not judged by the students to be helpful. This could result from the fact that gestures, other than emblems, are often understood unconsciously and are naturally used to provide additional information to the verbal utterance rather than replacing speech, which is more prominent perceptually and conceptually.
7
Lee, Hyunju. "Responding to Genre-Based Writing Instruction: An Interpretive Study of L2 Writers' Experiences in Two Graduate Level ESP/EAP Writing Courses." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1269476493.
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Chang, YiBoon. "A Descriptive Case Study of Teacher and Student Participation in Feedback Practice Within a College-level EAP Writing Course." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523504168299074.
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Toumi, Naouel. "A comparative study of reflexive metadiscourse in research articles : an EAP perspective, with implications for teaching writing to EAP learners at tertiary level in Tunisia." Thesis, University of Reading, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577979.
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Nowadays, most scholars looking for promotion and other academic rewards must publish in impacted journals that use English. However, writing in this language is difficult for Non Native English (NNE) academics, who use other languages in their national disciplinary context. In such contexts, NNE researchers may benefit from comparative studies of the local and the native English (NE) writing conventions. Results from these studies can help NNE academics write more felicitous research texts in English. The present study comparatively analyses reflexive metadiscourse use in research articles (RAs) written in English by NE and Tunisian researchers. The analysis investigates reflexive metadiscourse in a corpus of 100 RAs from hard and soft sciences, with 50 RAs from each cultural group. The focus of this work is on Economics, Business and Management RAs as samples of the soft sciences and Earth and Planetary Sciences RAs as samples of the hard sciences. This work uses an analytical model which draws its main components from Mauranen (1993b) and Adel (2006). A number of adjustments are made in order to render the model more applicable to the research article genre. Employing corpus linguistics methods, this thesis has shown that the NE writers use more markers of total reflexive metadiscourse in the soft than in the hard sciences, while Tunisian authors use equal amounts in the two sciences. It was also found that reflexive metadiscourse is denser in the argumentative RA sections followed by the opening and closing sections, while it is much less frequent in the expository sections. This work also proved that there are more reflexive metadiscourse markers in theoretical than in empirical RAs. As such, the present work contributes to EAP by providing more accurate guidance to Tunisian EAP course designers and/or instructors about the use of reflexive metadiscourse in English RAs.
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Chu, Lina, and 朱麗娜. "Towards understanding learners' perception of assessment: an investigation of ESL students' perception of timedwriting assessment in an EAP context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3194484X.
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Birkett, Timothy Michael. "An investigation into EAP teacher and student perceptions and interpretations of an academic writing marking rubric." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208031.
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The EAP written multiple trait rubric used in the City University of Hong Kong is believed to be of central importance to formative and high-stakes summative assessment in the institution. Crucial to both of these roles are the perceptions and interpretations of the key stakeholders: teachers and students. The learning and test scores deriving from the rubric are filtered entirely through these stakeholders. Investigating the perceived effects of the rubric on the EAP assessment's validity, reliability and student learning (three key strands revealed in testing literature) is seen as being essential as proof of the rubric's value. This paper presents an analysis of teacher (n=25) and student (n=123) perceptions of an EAP rubric, investigating core elements of both, comparing them, and probing into whether teachers' interpretations of rubrics influence their students. A mixed-methods study seeks to determine perceptions through combining qualitative analysis of interview data with quantitative analysis of questionnaire responses. Key elements of rubrics and how they both impact and are impacted by stakeholder perceptions are discussed. Findings indicate several strong trends in student and teacher perceptions of the rubric, and tentatively illustrate how teachers may affect their students. Arguments are made for a greater focus on standardising the teaching and learning of the rubric, for greater realisation of the learning potential of the rubric, and for investigating the appropriacy of certain domains and wordings.<br>published_or_final_version<br>Applied English Studies<br>Master<br>Master of Arts in Applied Linguistics
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McGrath, Lisa. "Writing for publication in four disciplines : Insights into text and context." Doctoral thesis, Stockholms universitet, Engelska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-116674.
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Scholars globally are under increasing pressure to publish in international, highly-ranked, and usually English-language journals. This has created a need for insights into the evolving discourses, genres, and publication practices of disciplinary discourse communities. This thesis reports an exploration of textual and contextual facets of writing for publication in the academy. More specifically, the overarching aim was to investigate the relationship between discipline, and the rhetorical features, genres, languages and dissemination outlets used by scholars. The thesis comprises four qualitative studies, and employs a variety of methods to explore this relationship across four disciplines: anthropology, history, linguistics and pure mathematics. The results reveal some connections between epistemological characteristics of the disciplines investigated and scholars’ rhetorical choices. The structure of the research article in pure mathematics is shown to reflect the process of knowledge construction in the discipline, and patterns of self-mentions in anthropology and history articles are attributed to disciplinary methodology. Furthermore, insights into the relationship between discipline, and genre use, language selection, and access to publication outlets are obtained. The results reveal disciplinary differences in terms of scholars’ opportunities to publish in the local language and in English. Based on my findings, I argue that while discipline is a significant factor in understanding how scholars construct and disseminate their research-based writing, these practices are also subject to local, international and digital developments. As such, the relationship between discipline, genre, language and publication should be understood as dynamic.<br><p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 3: Submitted. Paper 4: Submitted.</p>
13
Issa, Samer. "EAP Tutor's approaches to giving written feedback on academic writing in British and Syrian ELT centres." Thesis, University of Ulster, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529538.
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Bush, Denise, and n/a. "Writing in the university : faculty expectations and overseas tudents' performance." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060622.132041.
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Two surveys were conducted at the University of Canberra
in 1992 to seek the views of faculty on issues regarding
academic writing. The first survey sought to ascertain what
criteria faculty employ when marking student writing. It
asked faculty to indicate the importance of certain key features
in the writing of university students. These key features were:
Content, Argument, Style, Organisation, Communicative Ability,
Vocabulary, Use of Literature and Punctuation. Faculty were
requested to rank the importance of aspects of each of the nine
key features.
The second survey asked faculty to assess an actual
assignment written by an overseas student, using the structure
of the nine key features of writing as above. Faculty were
invited to indicate the strengths and weaknesses of the
assignment which they were assessing.
The aim of the surveys was to better inform teachers of English for Academic Purposes (EAP) classes, who prepare
overseas students for study at university. EAP teachers need
to know the expectations of faculty, in order to give overseas
students a realistic view of what faculty expect from their
assignments and the kinds of. weaknesses which faculty find in
overseas students' writing.
The survey found that content-related features such as
Content, Argument, Organisation and Communicative Ability
were considered more important than form features such as
Punctuation, Grammar, Style and Vocabulary. Use of Literature
was found to be a very important feature in some faculties but
not in all. Surprisingly, Style was the feature which evoked the
greatest variety of responses from faculty; however, in general
faculty agreed that Style had to be appropriate to the topic or
task, rather than there being a set format for academic writing.
From a factor analysis of data, four underlying principles
for academic writing were derived. These principles were:
relevance, appropriacy, accuracy and clarity. Thus, academic
writing, according to the faculty surveyed, should be:
1) relevant to the topic and to the internal argument of the
assigment;
2) appropriate in the style, tone and use of literature;
3) accurate in its vocabulary, grammar and referencing system.
4) clear in its argument and organisation of ideas.
For the most part, faculty responded favourably to the
overseas student assignments, which were assessed in the
second questionnaire. Faculty indicated that the main
weakness in overseas student writing was in their argument.
The surveys also found differences between different
Faculties in the importance they place on these key features.
It was postulated that the Science Faculties (Applied Science,
Environmental Design and Information Science and
Engineering) would be fairly similar in their views on writing,
as would the Humanities Faculties (Communication, Education
and Management). This was found to be only partly true. The
views of Information Science and Engineering faculty were
found to be more similar in many of their attitudes to the
views of the Humanities faculty. However, in some ways, their
views were unique and unlike any other Faculty. In particular.
Information Science and Engineering faculty place little
emphasis on writing as a method of assessment and, perhaps
as a consequence, even less on the use of literature in writing
From the survey, it also appeared that, in general, faculty
make some allowances for the fact that overseas students are
L2 speakers. They tend to overlook mechanical errors so long
as the content is acceptable.
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Loi, Nguyen Van, and n/a. "Towards a syllabus for teaching academic writing to Vietnamese senior students of English." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060818.151036.
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Writing is one of the four macro language skills which a student of
language should master. However it remains the one receiving the
least attention so far in Vietnamese teaching of English. Senior
students of English at a college or university are required to
demonstrate in writing that they have mastered their studies;
therefore, writing plays an important role in their academic success.
It is noted that "learning to write fluently and expressively is the most
difficult of the macroskills for all language users regardless of
whether the language in question is a first, second or foreign
language" (Nunan: 1989:35). Therefore, writing English, especially
for academic purposes , remains difficult for Vietnamese students.
Obviously, such writing, as a study skill, affects the learning process,
hence, the effectiveness of the training. Writing ability in general,
and EAP writing in particular, need attention right from the teacher
training stage, and then at the teaching stage at schools.
This study reviews the theory of writing and the teaching of writing,
with strong emphasis on the writing process to identify the point
where a teacher of writing should intervene to yield the optimum
effect - to develop students' writing ability by developing their
awareness of the strategies which can be applied to writing for
academic purposes, including strategies in analysis of their own
writing as both process and product.
The study examines the teaching of English, writing and academic
writing in the Vietnamese perspective and identifies the problems in
reference to the theoretical bases in an eclectic manner. A syllabus is
suggested to cater for the needs of the target population.
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D'Silva, Faye I. "Writing from sources: How three undergraduate multilingual writers negotiated elements of source-based writing in an EAP course that used literary and nonliterary source texts." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1386765963.
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Bennett, Gena R. "A staircase model for teaching grammar for EAP writing in the IEP : freshman composition and the noun phrase." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2972/.
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The interface of corpus linguistics and second language writing has led to extensive corpus-based research focusing on a description of academic writing. The overwhelming majority of this research, however, has focused on scholarly writing, which may not be a valid model for novice writing. This thesis proposes the teaching of second language writing should be informed by a staircase model of writing progression which aims instruction at the level of student writing. For English for academic purposes writers in intensive English programs, this target is first year undergraduate writing, specifically freshman composition as it is taught in North American higher education contexts. This study specifically compares the frequency of the noun phrase in freshman composition writing and scholarly writing with two main aims: to provide empirical evidence of the differences between the two levels of writing and to contribute to a description of freshman composition writing. The findings from this comparison clearly demonstrate that noun phrases in both levels of writing employ a discernible pattern, and there are distinct differences between those patterns. A critical need form pedagogical materials to focus more on phrasal structures in general, but especially nounphrases, is evident.
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Bridle, Marcus. "Error correction through corpus consultation in EAP writing : an analysis of corpus use in a pre-sessional context." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/24848/.
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This study investigates the effect of corpus consultation on the accuracy of learner written error revisions. It examines the conditions which cause a learner to consult the corpus in correcting errors and whether these revisions are more effective than those made using other corrections methods. Claims have been made for the potential usefulness of corpora in encouraging a better understanding of language through inductive learning (Johns, 1991; Benson, 2001; Watson Todd, 2003). The opportunity for learners to interact with the authentic language used to compile corpora has also been cited as a possible benefit (Thurstun and Candlin, 1998). However, theoretical advantages of using corpus data have not always translated into actual benefits in real learning contexts. Learners frequently encounter difficulties in dealing with the volume of information available to them in concordances and can reject corpus use because it adds to their learning load (Yoon and Hirvela, 2004; Frankenberg Garcia, 2005; Lee and Swales, 2006). This has meant that practical employment of corpus data has sometimes been difficult to implement. In this experiment, learners on a six week pre-sessional English for Academic Purposes (EAP) course were shown how to use the BYU (Brigham Young University) website to access the BNC (British National Corpus) to address written errors. Through a draft/feedback/revision process using meta-linguistic error coding, the frequency, context and effectiveness of the corpus being used as a reference tool was measured. Use of the corpus was found to be limited to a small range of error types which largely involved queries of a pragmatic nature. In these contexts, the corpus was found to be a potentially more effective correction tool than dictionary reference or recourse to previous knowledge and it may have a beneficial effect in encouraging top-down processing skills. However, its frequency of use over the course was low and accounted for only a small proportion of accurate error revisions as a whole. Learner response to the corpus corroborated the negative perception already noted in previous studies. These findings prompt recommendations for further investigation into effective mediation of corpus data within the classroom and continued technological developments in order to make corpus data more accessible to non-specialists.
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Kawanishi, Kei. "Constructing a genre-based instructional model for English academic writing: A focus on learners’ discourse-level errors." Kyoto University, 2019. http://hdl.handle.net/2433/236632.
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Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第21471号<br>人博第872号<br>新制||人||209(附属図書館)<br>2018||人博||872(吉田南総合図書館)<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)准教授 高橋 幸, 教授 桂山 康司, 准教授 DALSKY,David Jerome, 教授 田地野 彰<br>学位規則第4条第1項該当
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Stiefvater, Andrea L. "Language Socialization in ESL Writing Classes: A Systemic Functional Analysis." Cincinnati, Ohio : University of Cincinnati, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1226983324.
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Thesis (Dr. of Education)--University of Cincinnati, 2008.<br>Advisor: Gulbahar Beckett. Title from electronic thesis title page (viewed Feb.16, 2009). Includes abstract. Keywords: 2nd Language Writing; TESL; EAP; SFL. Includes bibliographical references.
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Chu, Lina. "Towards understanding learners' perception of assessment : an investigation of ESL students' perception of timed writing assessment in an EAP context /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19883778.
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Kenan, Barut. "An Evaluation Of Academic Writing Materials At The Tertiary Level: A Case Study Of Three Universities." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615192/index.pdf.
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This post-use evaluation research aims to investigate the appropriacy of academic writing materials to contextual needs, and to investigate the essential considerations concerning these materials. This case study was conducted with the participation of program designers, teachers, and students at three universities in Hungary, Turkey, and Oman.
A unique checklist was developed to evaluate the materials. The data collection process consisted of questionnaires and interviews.
The results concur with findings in the literature regarding the benefits of using computer-mediated communication in the writing class, the need to combine process and product pedagogies, the necessity of having discipline-specific themes, and the need to provide students with more guidelines and input. Interestingly, contrary to the literature, the students do not seem to benefit from peer feedback<br>they value teacher feedback more. Furthermore, despite their increasing role in writing, there are few collaborative writing activities in these materials. The quantitative and the qualitative data also demonstrate that the program designers and the teachers consider in-house writing materials more appropriate than global materials, since they were developed in view of the learning context and the specific requirements. However, neither global nor in-house materials are regarded as motivating and attracting for the students.
There are relatively new areas for further research as a result of these findings: the role of free writing in EAP and the ways to manage mixed language levels of the students. All these findings are expected to provide insights to researchers and practitioners in the fields of writing and materials evaluation.
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Barut, Kenan. "An Evaluation Of Academic Writing Materials At The Tertiary Level: A Case Study Of Three Universities." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615193/index.pdf.
Full textAbstract:
This post-use evaluation research aims to investigate the appropriacy of academic writing materials to contextual needs, and to investigate the essential considerations concerning these materials. This case study was conducted with the participation of program designers, teachers, and students at three universities in Hungary, Turkey, and Oman.
A unique checklist was developed to evaluate the materials. The data collection process consisted of questionnaires and interviews.
The results concur with findings in the literature regarding the benefits of using computer-mediated communication in the writing class, the need to combine process and product pedagogies, the necessity of having discipline-specific themes, and the need to provide students with more guidelines and input. Interestingly, contrary to the literature, the students do not seem to benefit from peer feedback<br>they value teacher feedback more. Furthermore, despite their increasing role in writing, there are few collaborative writing activities in these materials. The quantitative and the qualitative data also demonstrate that the program designers and the teachers consider in-house writing materials more appropriate than global materials, since they were developed in view of the learning context and the specific requirements. However, neither global nor in-house materials are regarded as motivating and attracting for the students.
There are relatively new areas for further research as a result of these findings: the role of free writing in EAP and the ways to manage mixed language levels of the students. All these findings are expected to provide insights to researchers and practitioners in the fields of writing and materials evaluation.
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McCollum, Robb Mark. "Writing from Sources and Learners of English for Academic Purposes: Insights from the Perspectives of the Applied Linguistics Researcher, the Program Coordinator, and the Classroom Teacher." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2829.
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This dissertation investigates the challenges faced by learners of English for academic purposes (EAP) when required to complete writing assignments that use source texts. In order to address this problem, I explore the issue from the perspectives of applied linguistic researchers, writing program administrators, and classroom composition instructors. These three perspectives are highlighted in distinct articles that build on one another to create a more complete understanding of the challenges that EAP students face when writing from sources. The first article contains a literature review of relevant studies that explore the reading-to-write construct. Experts suggest that unintentional plagiarism, or patchwriting, can be attributed to a lack of cultural and linguistic competence. In order to address these limitations, researchers identify several reading and writing subskills that are integral to success in academic source writing. The literature review concludes with recommendations for teaching and testing contexts. The second article details a rater training evaluation study that resulted in unexpected, but welcomed, recommendations. Teacher-raters provided feedback that influenced how the institution made use of benchmark portfolios to train teacher-raters as well as inform students about writing achievement standards. The increased use of benchmark portfolios also helped to clarify classroom and program standards regarding citation, attribution, and anti-plagiarism policies. The final article is a practical guide for classroom composition instructors. I outline a recommended curriculum for teaching source writing to EAP students. The guide incorporates the findings of the literature review and the evaluation study into a collaborative and iterative pedagogical model. This recursive approach to EAP writing instruction helps students to diagnose and develop the advanced literacy subskills required for successful source integration into their writing. As a set, the three articles demonstrate that effective solutions to instructional issues can be developed when a problem is approached from multiple perspectives. Indeed, linguistics-based research, program administration, and teacher experience can be combined to produce a model for writing instruction that acknowledges principles of second-language advanced literacy and accounts for learner struggles as students develop source writing skills.
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Lee, Yoojin. "A Case Study of Two Foreign Teachers Teaching an EAP Writing Course at an English-Medium University in the Korean EFL Context." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1420744563.
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Fang, Ming. "A MULTIPLE CASE STUDY OF CHINESE STUDENTS’ L2 TASK REPRESENTATION ACROSS THREE READING-TO-WRITE TASKS IN AN UNDERGRADUATE EAP WRITING COURSE." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345480724.
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Howell, Elizabeth. "Struggling to write : identity and agency in a pre-university 'English for Academic Purposes' program." Thesis, University of Exeter, 2008. http://hdl.handle.net/10036/80834.
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This small-scale ethnographic research study investigated student perceptions of social identity and agency and the usefulness of the construct of the Community of Practice for struggling writers in the context of a pre-university EAP program. The appropriateness of socio-cultural theories in language teaching and learning today stems from social constructivist and social interactionist theories of the role of language in the discursive construction of society, knowledge and power. This study problematised these constructs in the development of writing for learners in a pre-university Higher Education context. Comparing data from focal students who were struggling with writing and from students who were more successful, the biographies of struggling students and their awareness of their futures, or imagined selves and communities, revealed not only learning histories in which they had radically different identities as learners and writers, but also a lack of clarity about their learning trajectory in the writing program. There was no apparent lack of investment in learning among the focal students, who identified themselves as weak writers, although there was frustration and anger at their predicament. The data suggest that they did not identify with the learning community at the start of the project, probably because they resisted belonging to a community which labeled them as failures. During the study a variety of means were used to elicit participants’ perceptions of their status as novice writers and to support their learning trajectory on an individual basis by elucidating the reasons for and requirements of academic writing. By the end of the study the focal students had developed more awareness of the subject positions the writing trajectory afforded them and had chosen ways in which to continue along their learning path. The Community of Practice appears to have potential as a means of supporting the roles of EAP students and teachers as members of the academic community of practice.
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Kalikokha, Chimwemwe. "The perceptions of a group of first year undergraduate Malawian students of the essay writing process." Click here to access this resource online, 2008. http://hdl.handle.net/10292/396.
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The purpose of this study was to explore the perceptions of the essay writing process of first year undergraduates at Chancellor College (University of Malawi) and to a lesser extent those of the lecturers responsible for teaching academic skills. A mixed methods design, combining qualitative and quantitative techniques, was employed in order to obtain richer data for deeper understanding of the students’ writing process. Two hundred students from the humanities and social science faculties responded to a self-completion questionnaire towards the end of semester one. Based on the students’ responses, an open-ended questionnaire was administered to four full time English for Academic Purposes (EAP) instructors. Findings from this study indicate that most students find it very challenging to obtain sufficient and relevant source text information, paraphrase or summarise information, and use an appropriate academic writing style. As solutions to these challenges, the students suggested the need for timely essay writing instruction, availability of resources for essay writing, increased amount of time spent on essay writing instruction, and discipline specific instruction in essay writing. EAP instructors identified lack of teaching and learning materials, large EAP classes, and students’ negative attitude towards the EAP course, as some of the challenges they encounter when teaching the course. The EAP instructors proposed an increase in the number of staff members, making students aware of the significance of the EAP course at an early stage, and the availability of up to date resources, as some of the ways in which the teaching of the course can be improved. Overall, the findings seem to suggest that difficulties that students encounter during the writing process and teaching challenges that EAP instructors face, have great impact on students’ perception of academic writing as well as their approach to writing tasks. The findings also suggest a lack of dialogue between the students and their lecturers. This is evident in students’ unawareness of the nature of the writing demands of their lecturers and disciplines; students’ desire to have timely essay writing instruction; and the lecturers’ concerns about students’ negative attitude towards the EAP course.
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Mironko, Beatrice Karekezi Uwamutara. "Students and teachers' views on factors that hinder or facilitate science students in mastering English for academic purposes (EAP) in Rwanda higher education." University of the Western Cape, 2013. http://hdl.handle.net/11394/2996.
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Philosophiae Doctor - PhD<br>This study explores second and third year students' and teachers‟ views on factors that hinder or facilitate the mastery of English for Academic Purposes (EAP) in the Science and Engineering Technology Higher Institutions of learning in Rwanda (KIST) and seeks to establish the extent to which the current programme meets the needs of the students. This is done by highlighting a whole range of teacher and student perspectives on the EAP programme. Two key requirements invite students to write their academic assignments in the form of research proposals and research project reports. In order to help them perform well in their field subjects, KIST introduced a department of English with a General English Programme under the umbrella of the then School of Language Studies (SORAS) in 1997. The department‟s first assigned mission was to teach English to students in all departments in a bid to support and encourage them to cope with their field specific courses which are taught in English. Rwanda‟s National Council for Higher Education (2007), on language teaching and learning, states that the trio, that is Kinyarwanda (the Mother Tongue and national language) and English and French (as foreign languages), should be taught at primary, secondary and higher education levels in order to reconcile the divide between Rwandan returnees (who had lived abroad for many decades) and locals. It is in this context that KIST, one of the institutions of higher learning, adopted the bilingual policy to cater to students‟ needs to learn both French and English as media of academic communication. However, after Rwanda‟s integration into the East African Community and the Commonwealth, English has been officially adopted as the medium of instruction in all schools and higher institutions of education. That is why there was a sudden language shift in 2006 from French to English as a medium of instruction at KIST. French and Kinyarwanda are now merely taught as subjects. The motive behind the move was to cater for Rwanda‟s needs to fully participate in the economic community of East African Community in general and in the global economy in particular. The move drastically affected students‟ ability to read and write English in their respective disciplines. The move also affected lecturers of other speciality areas. To avert the obvious challenges emanating from this sudden shift in language policy, the Institute introduced the English for Specific Purposes (ESP) and English for Academic Purposes (EAP) programmes under the then KIST School of Language Studies (SOLAS) and the KIST Language Centre. However, appropriate instructional materials for such courses have not been easily available. Given this situation, English teachers have had to create their own materials rather than the existing generalised and pre-packaged language teaching materials. As a result, students‟ specific needs for induction into a scientific writing community at tertiary level have rarely been met. It is against this background that the study seeks to investigate factors that are facilitating and the mastery of EAP. The study operates on post-colonial/post-structuralist theoretical perspectives. These were founded on the analytical framework that is guided by thematic and/or conceptual underpinnings of language policy in the post-colonial Africa. Thus, English Language Teaching (ELT), developed into English as a second and additional language that is multi-semiotic and multi-modality in EAP and science genres, focusing mostly on its academic literacy, identity, ideology, power and agency, as well as its investment in language teaching and learning and the scientific community practice. Using a combination of ethnographic principles/practices like participants‟ observations, oneto- one interviews, focus group discussions and documentary review in data collection, the study utilises thematic/conceptual analysis to draw its conclusions. Drawing from the above conceptual perspectives, therefore, as well as from the methodological approach, this thesis emphasises the fact that the inability of students to successfully master EAP is caused by various factors, including the choice of English language learning materials. Contradictory approaches to language learning and to academic literacy practices create further challenges to the Rwandan students‟ advancement in English mastery. These same practices also serve to limit the students‟ ability to learn this language and complicate their access to local and global cultural exposure that is necessary for their socio-economic development of Rwanda. The study also reveals lack of appropriate discursive competence and multi-semiotic repertoires as some of the major factors inhibiting students‟ academic progress. This is partly explained by the nature of the English language learning and teaching materials that is in use which neither provides general nor disciplinary specific academic and learning opportunities in English. Similarly, a range of structural and professional constraints on „agency‟ exists for teachers of English in Rwanda as an additional language to the students, including lack of induction into scientific discourses or the EAP community of language practice. The overall lack of power and agency by teachers also contributes to constraints and constrictions in English language learning practices for these students in Rwanda. The study, however, observes that this situation is not only peculiar to KIST, as it is also common in almost all tertiary institutions in Rwanda. Specific recommendations are made in the study to improve the quality of English language learning and teaching in general and EAP in particular at KIST as an institution of higher learning, through the establishment of a clearer language policy and training opportunities for staff to update and develop required language skills in EAP, especially with regards to writing skills in sciences and engineering. The government of Rwanda, under the umbrella of Rwanda Education Board (REB) and the contribution of English language experts at the Institute, should provide a clearer direction of the language policy and curriculum that addresses Rwandan students‟ specific needs. KIST, as an institution of higher learning, should value and facilitate the teaching and learning of English in general and the teaching of EAP in particular, bearing in mind its assigned mission. The management of the Institute should encourage interaction between EAP and subject area lecturers to discuss and agree upon, text types to be used by EAP lecturers in teaching. KIST management should also provide room for regular interactions with English lecturers to listen to their views and offer them further language training opportunities in order to update and develop the required skills in EAP, especially with regards to writing skills in science and engineering.<br>South Africa
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Moon, Do-Sik. "Impact of contract learning on learning to write in an EAP class : case studies of four international graduate students' experience /." Urbana, Ill. : University of Illinois, 2007. http://proquest.umi.com/pqdweb?did=1481657971&sid=1&Fmt=2&clientId=36305&RQT=309&VName=PQD.
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Lee, Kooi Cheng. "An investigation of the efficacy of face-to-face versus synchronous chat in the generation and development of written drafts in the EAP class." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2322.
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The thesis is a study of the early stages of the writing cycle in an English for Academic Purposes (EAP) class at the University of Singapore. The study focuses on a group brainstorming activity prior to the stage of writing the first draft and on the impact of this activity on the students’ first individual drafts. In addition, the study compares two different modes of discussion: face-to-face and online synchronous chat. The comparison is concerned with the interactional patterns of the discussion in the two modes, and with the transfer of content from the discussion to the first written drafts. The use of group brainstorming at the pre-writing stage is a familiar activity in the writing class but researchers have not yet paid much attention to the way in which the ideas generated in the brainstorming activity are transferred to individual written drafts. It is this gap that this dissertation seeks to fill. A question of particular interest is the extent to which knowledge construction in the composition class is accomplished by the individual or by the group. Data were collected from four classes of first-year undergraduate students of Science taught by the researcher. The control group, with 31 members, carried out their brainstorming activity in face-to-face mode, while the experimental group, with 27 members, carried out their brainstorming using a synchronous chat facility. The primary data were the chat scripts, face-to-face transcripts and first writing drafts. Analysis of the discussion data was carried out using a genre-based content analysis model deriving from speech act theory (Sinclair and Coulthard, 1975), rhetorical structure theory (Mann & Thompson 1986, 1988), and more recent work on collaborative writing by Plowman (1993), think-aloud protocols (Smagorinsky, 1991) and collaborative computer-based communication by Garrison and Anderson (2003), among others. The model is used to count the frequency of different ideas according to their rhetorical characteristics in the two conditions (face-to-face and synchronous chat), and to determine whether the ideas were generated by individuals or through group discussion. The analysis then looks at the extent to which the ideas were subsequently reproduced in individual drafts. The frequency analyses are complemented by detailed qualitative analysis of the discussion transcripts and the essays of four students, two from each discussion mode. The results of the analysis suggest that collaborative brainstorming is productive in helping students with the generation and development of ideas for their writing. The findings also suggest that there is a strong link between ownership and use of ideas initiated in the discussion. This tendency is stronger in the chat group than in the face-to-face group. Analysis of the discussion transcripts suggests that this difference is a result of more ideas being initiated in the chat group. In addition to these group differences, the analysis shows that discussion in both modes is characterised by a tendency to seek consensus, with very little argument and negotiation of content. The implications of these findings for the use of group discussion in the writing class are discussed.
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Kedziora, Beata. "Wikis in teaching and learning a foreign language: A case study of wiki usage in the course Academic reading and writing for teacher candidates." Thesis, Stockholms universitet, Engelska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-77585.
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An increasing number of universities are providing the current generation of students, the socalled ‘digital natives’ (Prensky, 2001) - with more flexible and innovative language learning environments through the use of free Web 2.0 tools, such as wikis, blogs, social networking, Second Life and podcasting. However, still relatively little is known about wikis in the context of teaching English for Academic Purposes. My project aims to fill this research gap. I applied a case study strategy, where three groups of students attending a course Academic reading and writing for teacher candidates were examined. This paper demonstrates how the wiki software was employed in the course to encourage teacher candidates to proof-read and edit their own and others’ texts in order to be more accurate in academic writing. The present case study applied several research methods, including analysis of the texts written by students on the wiki and chat-room comments, an interview with the teacher of examined groups and a student questionnaire. The analysis of peer revisions was carefully conducted with a particular focus on: the variations in the way that students corrected each others’ texts, types of revised language issues, and the extent to which the teacher candidates were correcting accurately. My findings show that the students paid close attention to sentence structure (e.g. clauses, punctuation), fixing sentence problems (e.g. parallelism, choppy and stringy sentences), inflection and academic style. It is noteworthy that most of these languages issues were discussed in class. Considerably less attention was given by students to questions like paragraph structure and content. The accuracy of students’ revisions varied depending on the type of corrected language issue. The general impression of employing the wiki in this course was favourable. Many of the teacher candidates admitted that they would like to utilize the wiki tool in their future teaching courses.
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Panzner, Joseph Edward. ""Writing for the ear" : four key words in the writings and interviews of Morton Feldman." Connect to resource, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1230731320.
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Abreu, Denise Borille de. "No woman's land?: women's writings and historical representation in World War I." Universidade Federal de Minas Gerais, 2008. http://hdl.handle.net/1843/ECAP-7LQENE.
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A participação das mulheres em guerras, direta e indiretamente, tem sido objeto de estudo de narrativas de guerra desde a Antigüidade Clássica. A presente pesquisa busca analisar o papel significativo das mulheres na construção da memória cultural, e a evolução das representações femininas, desde a instância do mito, de Homero até o início do século XX, quando a Primeira Guerra foi declarada, para a presumida condição de 'vítimas silenciosas' para chegar, enfim, à situação de membros proativos de uma sociedade igualitária. Esta dissertação aponta, mais especificamente, para como as narrativas femininas da Primeira Guerra abordam o trauma da guerra, que afetou em igual escala mulheres, homens e crianças e como a Primeira Guerra Mundial abriu terreno para a reconfiguração de papéis sociais femininos.
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Johnson, Amy Mae. "Faculty and EAL Student Perceptions of Writing Purposes and Challenges in the Business Major." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6683.
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Over the last 50 years, research has explored the writing assignment types and purposes found in undergraduate courses, including discipline-specific writing for the business major, which is one of the most popular fields of study for international students in the U.S. Many studies have explored faculty perceptions of writing challenges students exhibit when writing for business; however, few studies have compared both faculty and student perceptions of student writing challenges. The purpose of this study was to investigate business faculty perceptions of the writing challenges exhibited by students for whom English is a second or additional language (EAL) compared to EAL perceptions of their own writing challenges. This study utilized parallel surveys distributed to faculty and students in Accounting, Finance, and Management in one undergraduate business school. Students self-selected as being a native English speaker (NES), an EAL, or having more than one primary language (multilingual or ML). Results of the study indicated statistically significant differences across faculty, EAL, and ML perceptions of developing arguments as an important purpose of business writing. No statistically significant differences were found, however, across all three populations in regards to perceptions of the student challenges of business writing.
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Heniqui, Fanny. "L'interprétation sémiographique des phonogrammes : les voyelles du français : ai, ain, au, eau, ei, ein." Thesis, Strasbourg, 2014. http://www.theses.fr/2014STRAC009.
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Toute orthographe est mixte, elle fait coexister deux principes : le principe phonographique, qui consiste en la transcription des phonèmes, et le principe sémiographique, en vertu duquel une unité graphique renvoie à du sens. Les analyses actuelles des spécialistes de l’écriture tendent à réévaluer la dimension sémiographique de l’orthographe. L’objectif est de faire apparaitre l’importance de ce versant de l’orthographe. Il s’agit d’établir la sémiographie des graphèmes vocaliques eau, au, ein, ain, ai et ei du français, en dégageant leurs valeurs logogrammique, morphogrammique grammaticale et morphogrammique lexicale, cette dernière valeur comportant deux aspects, d’une part, la valeur sémantique des graphèmes, d’autre part, la régularité des séries lexicales dans lesquelles apparaissent les mots comportant le graphème étudié. Pour cela, nous constituons des inventaires aussi vastes que possible de leurs occurrences lexicales et grammaticales<br>Every orthography is a dual object, it combines two principles : the phonographic principle, which consists of the transcription of the language’s sounds, and the semiographic principle, in accordance with which a graphic unit refers to sense. Writing specialists’ current analyses tend to reevaluate the orthography’s semiographical dimension. The aim of this essay is to make appear the importance of the semiography of the vocalic graphemes ei, ein, ai, ain, au, eau, seeking their logogrammic, grammatical morphogrammic and lexical morphogrammic part, the morphogrammic part making appear the graphemes’ semantic part and the lexical series of the studied graphemes. We form a corpus as wide as possible of their lexical and grammatical occurrences
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Lucena, Ana Maria Silva de. "Marcas da oralidade na escrita: a repetição em fórum de discussão em EAD." Universidade Federal do Amazonas, 2013. http://tede.ufam.edu.br/handle/tede/2384.
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Previous issue date: 2013-06-14<br>The present work aims to study the linguistic phenomenon of repetition in electronic text written, produced by Long-Distance Education student from State of Amazonas Center for Technological Education (CETAM). This study is based by the adopted typological continuum, on the interpenetration between oral and written, focusing on repetition from a interactional perspective and text linguistics. To study the phenomenon, a segmental analysis was carried out on repetition at the lexical, syntagmatic and clausal levels isolated from the written corpus made up of thirty posts extracted form a discussion, part of the Portuguese for Specific Purpose course in the Technical Senior High School Long-Distance program of CETAM. The methodological choice supporting the development of this study was based on the predominance of the qualitative approach supplemented by primarily descriptive procedures, which include a register of the occurrences of repetition, the analysis and classification of formal and functional types identified and construed of the collected data. The study of this linguistic phenomenon corroborates the theses of theorists that it is a basic feature of the development of textual-discursive activities, appearing as a genuine linguistic phenomenon that brings out the link between orality and writing.<br>O presente trabalho tem por objetivo estudar o fenômeno linguístico da repetição no texto eletrônico escrito, produzido por estudantes de Educação a Distância (EaD) do Centro de Educação Tecnológica do Estado do Amazonas (CETAM). Este estudo fundamenta-se na noção adotada de contínuo tipológico, na interpenetrabilidade entre oral e escrito, enfocando a repetição na perspectiva interacional e na linguística textual. Para estudo do fenômeno, procedeu-se à análise de segmentos em repetição no nível lexical, sintagmático e oracional, retirados para exame do corpus escrito, constituído por trinta postagens extraídas de fórum de discussão, integrante da disciplina português instrumental, do curso técnico de nível médio na modalidade de EaD, do CETAM. A escolha metodológica que sustenta o desenvolvimento deste estudo tomou como base a predominância da abordagem qualitativa, complementada com procedimentos de cunho descritivo que contemplam registro das ocorrências de repetição, análise e classificação dos tipos formais e funcionais identificados e interpretação dos dados coletados. O estudo do referido fenômeno linguístico corrobora as teses de teóricos de que se trata de um recurso básico do desenvolvimento das atividades textual-discursivas, figurando como um fenômeno linguístico genuíno que faz sobressair o vínculo entre oralidade e escrita.
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Soares, Inaldo Firmino. "A interação tutor-alunos em EAD: protagonistas de ações de leitura e escrita." Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/6518.
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Previous issue date: 2010-08-19<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>Set on the foundations of Applied Linguistics which focusses on language activities
from different theretical focus, this paper is the outcome of a research on the
language actions of postgraduate students (Specialization Courses),observed in the
interaction with their tutors and peers, by means of digital hypertext, in a Learning
Virtual Environment a Hiper Digital Context. It also studies the way these actions
reflect the development and improvement of students verbal language. The topic
was studied by means of differentiated authors within Sociodiscursive Interactionism
such as: (BRONCKART, 1999, 2006a, 2006b, 2008; DOLZ, PASQUIER E
BRONCKART, 1993; DOLZ e SCHNEUWLY, 1998; MACHADO, 2005; MATENCIO,
2007; PEREIRA, 2006, 2007, 2009a, 2009b, 2010). This theory presents as its main
theoreticians, Vygostsky (1998, 1987) in the development field, and Bakhtin (2003,
1986), in the language field. To these two authors all thought architecture is
supported by social interaction mediated by language. As it is a qualitative research,
besides revising the literature we had to observe the students in their interaction with
their tutors/teachers and their peers, by means of written messages that circulated in
the virtual learning environment. The observed situations offered us subsides to
analyse questions related to the way they read, wrote; how their ideas were
organized and their knowledge was constructed. The tutor-student language
interactions constituted meaningful contributions for the activities of reading and
writing by the subjects involved, and if it had occurred in a more conscious form,
being clear the role language activities exert over the construction of the conscious
thought, the contribution would be more expressive. The reading and writing
activities, that have always existed together, have been centered on the thematic
content, reflecting a view of reading as decoding activity, to the detriment of a
discursive conception that considers not only the skills and competences related to
the content, but also the linguistic materiality of the text and its enunciation situation.
Starting from a broader notion of reading and writing, considered as social practices,
and observing the language interactions of the subjects of this research, especially
the tutors with their guidance and interventions on the written activities of the
students, some gaps were found. Not all the parameters of social and individual
order, being them external, linked to the conditions of text production, or internal,
related to the cognitive processing activated during the writing production, have been
contemplated. Regarding to the processing of ideas, both the activities proposed by
the tutors/teachers and the students' interactions on the e-foruns as well as their text
productions showed that actions such as searching, creation, evaluation, decision
and selection of ideas were relatively contemplated. What was not present in a more
expressive form, especially from the tutors, were the actions of ranking, ordering,
concatenating and articulating, that assures the textualization mechanisms and
contribute for the thematic coherence of the text, fundamental guidances when
written activities were asked, because, independently of their levels and the teaching
manner - face or distance education - in which they find themselves, the difficulties
are the same. Another action revealed by the results of this study, a wider one, is the
massive and systematic investment in the basic and continuing formation of teachers
of Portuguese, particularly, but also from other disciplines, as the work with reading
and writing are interrelated to the fields of History, Geography, Philosophy, etc.
Teachers' training, thus, must start from the comprehension of the complexity of the
written language practices, a type of comprehension that imposes a pedagogy of
literacy, including digital, that comes to overlap to the pedagogy of the theme or to a
genre teaching program that does not contemplate their pragmatic and sociocommunicative
aspects. In this sense, this study leaves its contribution for the
possible effectiveness of an interface between Applied Linguistics, that focuses in
language activities from different theoretical perspectives, and the Distance
Education (EaD), both undergraduation and post-graduation courses, with their
organizers, webdesigns, tutors, content teachers and students. It is also our
intention, by having done this research, to contribute for the spread of the
Sociodiscursive Interactionism in Brazil, interdisciplinary theoretical perspective
whose studies originate and radicalize in the conception that every thought
architecture is sustained in relation to the other, through social interaction, mediated
by language. The research points to the need of an adviser/counsellor, a professional
from the Applied Linguistics Area, in conceiving, structruing and building up (LVEs)
(Learning Virtual Environment) courses where interaction acts effectively: tutor
students / students-students reading and writing may constitute the middle and the
end of knowledge construction helping in the development and improvement of
verbal language.<br>Sob os alicerces da Linguística Aplicada, que vem focalizando as atividades
linguageiras a partir de diferentes enfoques teóricos, este trabalho resulta de uma
pesquisa sobre as ações de linguagem nas interações realizadas por alunos e
tutores de um curso de Especialização em Ensino a Distância, a partir da plataforma
Moodle, e os reflexos dessas ações no desenvolvimento e aprimoramento da
linguagem verbal desses sujeitos. O tema foi abordado à luz do Interacionismo
Sociodiscursivo (BRONCKART, 1999, 2006a, 2006b, 2008; DOLZ, PASQUIER E
BRONCKART, 1993; DOLZ e SCHNEUWLY, 1998; MACHADO, 2005; MATENCIO,
2007; PEREIRA, 2006, 2007, 2009a, 2009b, 2010), que tem como principais
referências teóricas, no campo do desenvolvimento, Vigostsky (1998, 1987) e, no
campo da linguagem, Bakhtin (2003, 1986), pensadores cujas perspectivas de
estudo se originam e radicalizam-se na concepção de que toda a arquitetura do
pensamento se sustenta na relação com a alteridade, através da interação social,
mediada pela linguagem. Para atender ao caráter descritivo e exploratório da
pesquisa, optou-se pela abordagem qualitativa, o que demandou, além de uma
revisão vertical da literatura, a observação dos alunos nas interações com os
tutores/professores e seus iguais, por meio das mensagens escritas que faziam
circular nas interfaces do ambiente virtual de aprendizagem. As situações
observadas ofereceram subsídios para a análise das questões levantadas a respeito
de como leem e escrevem esses sujeitos, como organizam suas ideias e como
constroem conhecimentos. Dessa análise, alguns resultados podem ser assinalados.
As interações linguageiras tutor-alunos constituíram contribuições significativas para
as atividades de leitura e escrita por estes sujeitos, e se isso tivesse se dado de
forma mais consciente, estando claro o papel que as atividades de linguagem
exercem na construção do pensamento consciente, as contribuições seriam ainda
mais expressivas. As atividades de leitura e escrita, que sempre estiveram juntas no
curso, centralizavam-se no conteúdo temático, refletindo uma concepção de leitura
como atividade de decodificação, em detrimento de uma concepção discursiva, que
considera não só as habilidades e competências relacionadas ao conteúdo, mas
também a materialidade linguística dos textos e a sua situação de enunciação.
Partindo de uma noção mais ampla de leitura e escrita, consideradas como práticas
sociais, e observando as interações linguageiras dos sujeitos desta pesquisa,
sobretudo os tutores com suas orientações e intervenções nas atividades escritas
dos alunos, constatamos algumas lacunas. Nem todos os parâmetros de ordem
social e individual, sejam os externos, ligados às condições de produção dos textos,
sejam os internos, referentes ao processamento cognitivo ativado no momento da
produção escrita, foram contemplados. No tocante ao processamento de ideias,
tanto as atividades propostas pelos tutores/professores quanto as interações dos
alunos nos fóruns e suas produções textuais mostraram que ações de busca,
criação, avaliação, decisão e seleção de ideias foram razoavelmente contempladas.
O que não se fez presente de forma mais expressiva, sobretudo da parte dostutores, foram ações da ordem do hierarquizar, ordenar, concatenar e articular, que
garantem os mecanismos de textualização e contribuem para a coerência temática
do texto, orientações essas fundamentais quando solicitamos atividades escritas aos
alunos, pois, independentemente do nível deles e da modalidade de ensino
presencial ou a distância em que se encontram, as dificuldades são as mesmas.
Outra medida apontada pelos resultados deste estudo, esta de caráter mais
abrangente, é o investimento maciço e sistemático na formação inicial e continuada
de professores de português, sobretudo, mas também de outras disciplinas, afinal de
contas o trabalho com leitura e escrita perpassa os domínios da História, Geografia,
Filosofia etc. A formação de professores, portanto, deve partir da compreensão da
complexidade das práticas de linguagem escrita, compreensão essa que impõe uma
pedagogia do letramento, inclusive digital, que venha se sobrepor a pedagogia da
temática ou a um ensino de gêneros que não contemple seus aspectos
sociocomunicativos e pragmáticos. Nesse sentido, este estudo deixa sua
contribuição para a possível efetivação de uma interface entre a Linguística
Aplicada, que vem focalizando as atividades linguageiras a partir de diferentes
enfoques teóricos, e os cursos de EaD, tanto os de graduação como os de pósgraduação,
com seus organizadores, webdesigns, tutores, professores conteudistas
e alunos. É nossa intenção também, com a realização desta pesquisa, contribuir
para a ampliação do Interacionismo Sociodiscursivo no Brasil, corrente teórica
interdisciplinar cujas perspectivas de estudo se originam e radicalizam na concepção
de que toda a arquitetura do pensamento se sustenta na relação com a alteridade,
através da interação social, mediada pela linguagem. A pesquisa aponta, portanto,
para a necessidade de uma assessoria/consultoria de um profissional da área de
Linguística Aplicada na concepção, estruturação e desenvolvimento de cursos de
EaD, para que, na ponta desses cursos, o ambiente virtual de aprendizagem, em
que se dão efetivamente as interações tutor-alunos / alunos-alunos, a leitura e a
escrita se constituam no meio e no fim da construção do conhecimento e do
desenvolvimento e aprimoramento da linguagem verbal.
39
Ambe, Martina Bi. "Exploring first-year Students’ Voice and Subjectivity in Academic Writing at a University in South Africa." University of the Western Cape, 2019. http://hdl.handle.net/11394/7300.
Full textAbstract:
Magister Educationis - MEd<br>Literacy development in South African higher education is increasingly challenged by several issues in dialogue and language of tuition. Despite the widening of access to South African universities, research shows that a large majority of entry-level university students are still failing in their chosen programme of studies. Almost all universities in the democratic South Africa incorporate academic development programs in first-year modules as an awareness raising attempt to scaffold novice students into the vocabulary of their various disciplines. However, these development programs sometimes fail to address the language needs of some of the students who have had more than seven years of schooling in their first languages (IsiXhosa and Afrikaans). My study seeks to explore how additional language IsiXhosa and Afrikaans students understand and construct written knowledge in one literacy development course using English medium of instruction. I further explore lecturers’ and tutors’ perspectives of the demand of sounding a scholarly voice in academic writing by entry-level students in their new roles as scholars in the University of the Western Cape (UWC).Literature indicated gaps when it comes to students’ and lectures’ perceptions on the construction of voice in academic writing in a language that the students are not comfortable in.
40
Yiu, Man Ting. "“Are We What We Eat?” Negotiating Identities Through Cuisine and Consumption : A Thing Theory Approach to Alison Wong’s As The Earth Turns Silver." Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157507.
Full textAbstract:
Culinary narratives are frequently employed to portray migrant identities and societies in Asian diaspora literature This thesis examines cuisine and consumption in Alison Wong’s As The Earth Turns Silver by highlighting the socio-political linkages between material culture and ethnic identity formation of Chinese migrants in New Zealand. Using Brown’s thing theory, food is reframed as site of meaningful discourse to interrogate the role of cuisine and consumption in mediating the migrant experience. It demonstrates the material and cultural importance of food in facilitating ethnic and political identification, transcultural exchange, and independence for frequently oppressed migrant individuals in diaspora literature. Conversely, food functions as vectors of aggression in racialising the ethnic other by communicating artificial notions of morality, national identity, and purity to reinforce the hegemony. Additionally, culinary objects facilitate how characters articulate their dislocation and fragmentation as hybrid individuals. Finally, I undertake a craft analysis of Wong’s novel by drawing connections between Wong’s hybridity and her narrative design. I use thing theory to demonstrate how characters use culinary objects to negotiate hybridity while the application of transference technique reveals the way material objects are embedded with abstract emotions to communicate writer and character ethnic subjectivity. Findings from the critical analysis are applied to my short story collection Raw. Thing theory provides the theoretical framework for the practical application of transference in my creative thesis, demonstrating its efficacy in improving craft. The creative thesis demonstrates the applicability of theory in creative practice. Finally, it offers an analytical framework for contextualising food as a site of discourse for hybridized identity politics in diaspora literary criticism.
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Simas, Fábio Macedo. "Referenciação em fóruns educacionais em EAD: a interface entre oralidade e escrita." Niterói, 2017. https://app.uff.br/riuff/handle/1/3194.
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Tese final para Biblioteca em 08 04 2015.pdf: 1579777 bytes, checksum: 83e9ebef86e8672a10bcb2c01490007c (MD5)<br>A presente pesquisa surge de questionamentos a respeito da formação de novos gêneros
textuais, a partir dos atuais suportes digitais, via internet. Em particular, chamou nossa
atenção a construção dos referentes em fóruns de discussão educacionais em Educação
a Distância (EAD), bem como sua formação como gênero textual potencialmente
híbrido. Para explorar essas questões, verificamos, por meio do levantamento de cadeias
referenciais/estratégias referenciais de cinco fóruns de discussão educacionais e de
cinco edições de um programa de televisão, a hipótese de que haveria um hibridismo
entre as modalidades oralidade/escrita nos fóruns de discussão em tela. Tal hipótese
parte do pressuposto de que esse gênero se constrói na escrita, porém trazendo claras
heranças de sua origem oral: os fóruns. O foco específico da análise, o estudo das
cadeias referenciais nos fóruns de discussão, justifica-se pela tentativa de verificar o
possível papel das estratégias na configuração desse hibridismo. A investigação foi
conduzida com base em um quadro de estratégias referenciais, proposto em Simas
(2009) e refinado, em suas unidades analíticas, para esta tese. O arcabouço teóricometodológico
deste estudo apoia-se em dois eixos: o primeiro formado pelos construtos
teóricos da Teoria da Referenciação (cf. RONCARATI 2010; RONCARATI; NEVES
DA SILVA, 2006; NEVES DA SILVA 2002, 2007; KOCH 2002, 2004, 2006), oriunda
da chamada Linguística Textual ou Linguística do Texto e o segundo pela Teoria dos
Gêneros (cf. MARCUSCHI, 2005, 2010; HEMAIS; BIASI-RODRIGUES, 2005;
BAHKTIN, 1979; BRONCKART 1999; SWALES, 1990, 1998, 2004). Os resultados
atestaram que, tanto nos Fóruns como nas edições do programa televisivo aqui
verificadas, as estratégias de referenciação mais comuns são a pronominalização com
ou sem dêixis textual, a elipse e mecanismos implícitos de retomada, tais como
metáfora, metonímia, meronímia e a anáfora associativa. Isso corrobora nossa hipótese
acerca do hibridismo dos fóruns e de sua possível herança na modalidade oral, no que
concerne à referenciação. Sendo assim, o presente estudo contribui para a compreensão
da natureza híbrida e dinâmica dos gêneros digitais, cada vez mais presentes nas
práticas discursivas cotidianas.<br>The present research arises from questions concerning the formation of genres at new
digital on-line supports from the internet. Particularly, the construction of referents in
on-line discussion educational foruns on distance education (EAD, in this work) has
called our attention as a potentially hybrid genre (spoken / written). In order to explore
these issues, we have investigated the referential stratagies used in five discussion
educational foruns and five editions of a TV show and verified the hypothesis that there
might be a hybridism of spoken and written modalities in the EAD foruns. This
hypothesis arises from the presupposition that, altough this genre is realized in the
written modality, it brings clear characteristics from its oral origins: the classical foruns.
The specific focus of the analysis, which is the study of the referential chains in the online
discussion educational foruns, is motivated by the observation of a possible role of
these stratagies in the configuration of the hybridism. The analysis was carried out on
the basis of a chart of referential strategies, which had been proposed in Simas (2009),
and refined for the present research . The theoretical framework of this study is twofold:
the main concepts of Referential Theory (cf. RONCARATI, 2010; RONCARATI;
NEVES DA SILVA, 2006; NEVES DA SILVA, 2002, 2007; KOCH 2002, 2004,
2006), which emerge from Textual Linguistics, and Genre Theory (cf. MARCUSCHI
2005, 2010; HEMAIS; BIASI_RODRIGUES, 2005; BAHKTIN, 1979; BRONCKART,
1999; SWALES, 1990, 1998, 2004). The results have demonstrated that the foruns and
the TV show have the same most frequent referential stratagies, such as pronouns, with
or without deixis; ellipsis and implicit mecanisms such as metaphors, metonymy,
meronymy and associative anaphor. These results seem to corroborate our hypothesis
concerning the hybridism of digital genres, which are increasingly present in our daily
discourse practices.
42
Barwell, Richard A. "The development of a discursive psychology approach to investigate the participation of students with English as an additional language (EAL) in writing and solving arithmetic word problems with peers." Thesis, University of Bristol, 2002. http://hdl.handle.net/1983/a01bd43c-1a99-4789-947a-3d9ac67f9e87.
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Furtado, Valéria de Almeida. "A formação em serviço do tutor de educação a distância sob a ótica do pensamento complexo: a construção de uma identidade." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/10178.
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Previous issue date: 2009-10-14<br>In 2002, the Secretary of Education for the State of Minas Gerais began
implementation of the Teaching College Course, in the distance learning modality,
which was denominated Veredas. The goal was to offer a university level course for
professionals who work as teachers at the earliest grades of primary school. The
analysis of the results, at the end of the course, showed that the objectives proposed
were successfully achieved, considering that, of the 14,136 (fourteen thousand, one
hundred and thirty-six) effectively enrolled teachers, 13,749 (thirteen thousand, seven
hundred and forty-nine) acting teachers were trained at the higher education level.
Eighteen (18) Educational Agencies or AFORs were created and the work in the
Varginha (MG) Agency gave rise to the research that culminated in this thesis; it was
connected to the University Center of Minas Gerais (UNIS).
This research had two general objectives: to understand in-service training of
optimized Distance Learning tutors through the reflection promoted, through the act
of writing and by attainment of auto-heteroevaluative practice and to show the
viability of the guiding principles proposed by the Complex Thought in education for
in-service training of Distance Learning tutors and the signs of permanence of the
transformations which have taken place in the period of this in-service training. The
specific objectives were: survey bibliography in relation to the education of Distance
Learning tutors; identify the existing relationships between Complex Thought, writing,
assessment and education in in-service training of Distance Learning tutors in the
Veredas Project of the AFOR/Varginha; show that the in-service training for Distance
Learning tutors was focused on encouraging the auto-heteroevaluative process
promoted through writing and the practice of the guiding principles of Complex
Thought; and verify whether or not the changes that took place in the educational
praxis, throughout the training of Distance Learning educational tutors, during the
development of the Veredas Project in the AFOR/Varginha, remained after this
program ended, using the reports that the tutors drafted during and following the end
of this in-service training for this purpose. Considering that, according to the
proposals of Complex Thought, the theory and method are two sides of the same
movement and have a symbiotic relationship, transmuting without losing their
specificity, the methodology used followed these steps: bibliographic survey aimed at
a more profound study on the process of professional Distance Learning service
education; detecting the existing relationships between the guiding
principles-writing-assessment articulated in the formation of the tutoreducator s
identity; and requesting that the 56 (fifty-six) tutor-educators who experienced the
process of implementation and development of the Veredas Project (2002 to 2005) in
the AFOR/Varginha, register their experiences as tutors for the Higher Learning
Teacher Education Course Veredas, in the distance learning modality, in writing,
focusing on vital aspects of the personal and professional dynamic. From these
reports, 10 categories were chosen: learning; assessment; coordination; team
experiences; growth; emotion; study; renewal; transformation; and life. Based upon
these results it is possible to state that the triad of guiding principles of Complex
Thought, the act of writing and the practice of auto-heteroevaluation constitute the
cornerstones of the formation of the Distance Learning tutoreducator s identity in
service. It is suggested that other studies be done with the goal of increasing the
knowledge that has been crystallized here, as well as holding other teacher training
courses, using the Veredas model<br>No ano de 2002, a Secretaria de Estado da Educação de Minas Gerais deu início à
implantação do Curso Normal Superior, na modalidade de educação a distância,
denominado Veredas. Teve, como objetivo, graduar em nível universitário
profissionais que exerciam a docência nas séries iniciais do ensino fundamental. A
análise dos resultados, ao final do curso, constatou que os objetivos propostos foram
alcançados com êxito, considerando que, dos 14.136 (quatorze mil, cento e trinta e
seis) professores efetivamente matriculados, 13.749 (treze mil, setecentos e
quarenta e nove) professores em exercício foram habilitados em nível superior.
Foram criadas 18 (dezoito) Agências de Formação AFOR e o trabalho da que se
situava em Varginha (MG) deu origem à pesquisa que culminou nesta tese; ela
estava vinculada ao Centro Universitário de Minas Gerais (UNIS).
Foram dois os objetivos gerais desta pesquisa: compreender a formação em serviço
do tutor de EaD otimizada pela reflexão promovida, através do ato de escrever e
pela consecução da prática auto-heteroavaliativa e mostrar a viabilidade da
aplicação dos princípios-guias propostos pelo Pensamento Complexo na formação
em serviço do tutoreducador de EaD e os indícios de permanência das
transformações ocorridas no período dessa formação em serviço. Os objetivos
específicos foram: levantar bibliografia referente à formação do tutor de EaD;
Identificar as relações existentes entre o Pensamento Complexo, escrita, avaliação e
formação em serviço de tutoreseducadores de EaD no Projeto Veredas da
AFOR/Varginha; mostrar que a formação em serviço do tutor de EaD teve como foco
o estímulo ao processo auto-heteroavaliativo promovido através da escrita e da
prática dos princípios-guias do Pensamento Complexo e verificar se as mudanças
ocorridas na práxis pedagógica, ao longo da formação em serviço do tutoreducador
de EaD, durante o desenvolvimento do Projeto Veredas na AFOR/Varginha,
permaneceram após o término dessa formação, utilizando, para esse fim, os relatos
que os tutores elaboraram durante e após o término dessa formação em serviço .
Considerando, segundo as propostas do Pensamento Complexo que teoria e
método são duas faces de um mesmo movimento, mantendo-se em simbiose,
transmutando-se sem, no entanto, perderem sua especificidade, a metodologia
utilizada seguiu os seguintes passos: pesquisa bibliográfica com o objetivo de
aprofundar os estudos sobre o processo de formação do profissional de EaD em
serviço; detectar as relações existentes entre princípios-guiasÛescritaÛavaliação
articuladas na formação da identidade do tutoreducador e para tanto, solicitou-se
aos 56 (cinquenta e seis) tutoreseducadores que viveram o processo de implantação
e desenvolvimento do Projeto Veredas (2002 a 2005) na AFOR/Varginha, que
registrassem através da elaboração de um relato escrito, sua experiência como
tutor(a) do Curso Superior de Formação de Professores Veredas, na modalidade a
distância, enfocando aspectos vitais da dinâmica pessoal e profissional. Dos relatos
foram selecionadas 10 categorias: aprendizagem; avaliação; coordenação;
convivência em equipe; crescimento; emoção; estudo; renovação; transformação e
vida. É possível afirmar que a tríade princípios-guias do Pensamento Complexo, ato
de escrever e a prática da auto-heteroavaliação constitui os pilares sustentadores da
formação da identidade do tutoreducador de EaD em serviço. Fica a sugestão de
que outros estudos sejam feitos com o objetivo de ampliar os conhecimentos que
foram aqui cristalizados, bem como a realização de outros cursos de formação de
professores, nos moldes do Veredas
44
Guo, Lihui. "Chinese EAL learners’ perceptions of academic writing practices in a Canadian university." 2012. http://hdl.handle.net/1993/8593.
Full textAbstract:
English as an Additional Language (EAL) students’ perceptions of academic writing practices play an essential role in helping to better understand their academic literacy development processes and in meeting their actual learning needs in second language (L2) EAP writing (Leki, 1995). However, there is a scarcity of research pertaining to pre-university EAL students’ perceptions of academic writing learning experiences in English-medium higher education settings.
This study investigated pre-university EAL students’ perceptions of coping strategies of academic writing practices in an EAP program in a Canadian university with case study. Findings indicated that Chinese EAL students in this study employed different coping strategies to deal with their EAP writing challenges. Also, Chinese EAL students specified their urgent learning needs in academic writing at the EAP program. Meanwhile, some pedagogical recommendations proposed to EAL academic writing instructors and EAP program administrators to impact teaching objectives and practices in pre-university EAP academic programs.
45
Wilson, Kate. "Reading in the margins : EAP reading pedagogies and their critical, postcritical potential." 2009. http://hdl.handle.net/2100/839.
Full textAbstract:
International students for whom English is an additional language (EAL) commonly undertake preparatory classes in English for Academic Purposes (EAP), delivered in language institutes which exist as independent commercial colleges on the margins of the university. EAP has been criticized for taking a purely pragmatic approach of ‘skilling up’ students rather than taking a critical, ‘literacies’ approach appropriate to the rapidly globalising, ‘liquid’ contexts of the twenty-first century (Doherty & Singh, 2005; Lea & Street, 2006; Luke, 2002b). In this thesis, I explore the ways in which EAP reading pedagogies in Australian universities are responding to this call for a more critical approach, asking the question: Do learning environments in EAP support the development of critical reading practices, and if so, how? In seeking answers to this question, I used an ethnographic-ecological methodology (van Lier, 2004b) to gain an understanding of reading pedagogy in three EAP learning environments. The study inevitably generated vast amounts of ‘messy’ data, including transcriptions of classes, observation notes, interviews and examples of students’ written work. Using Christie’s tools of Classroom Discourse Analysis (Christie, 2002) in combination with Engeström’s third generation Activity Theory (Engeström, 1999; Lantolf & Thorne, 2006) it was possible to generate a holistic analysis of the interaction between the multiple, intersecting elements of each environment. I argue that more attention needs to be paid to ‘critical engagement’ in EAP pedagogy. The data suggest that conditions for such a pedagogy entail a negotiation of goals; texts and tasks which present high challenge as well as high support (Hammond & Gibbons, 2005); and a positive and productive classroom community (Dörnyei & Murphey, 2003). The study challenges teachers to see their role not as ‘arbiters of meaning’, mediating texts FOR students, but as setting up learning environments which scaffold students’ direct engagement and dialogue WITH texts, so that they themselves can experience legitimate participation in constructing meaning, and develop an emerging identity as critical readers. Finally, I argue that the constraints of EAP in its marginalised position on the periphery of increasingly commercialised universities militate against the possibility of a richly critical, postcritical pedagogy. EAP can, however, begin to sow the seeds of critical reading practices, orienting students towards an active, dialogic engagement with the texts they will meet in the coming years at university.
46
Wen-Min, Hsieh. "Text analyses and online material development for EAP graduate courses: Teaching of abstract writing in the field of applied linguistics discipline." 2006. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0016-0109200613402304.
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Hsieh, Wen-Min, and 謝文敏. "Text analyses and online material development for EAP graduate courses: Teaching of abstract writing in the field of applied linguistics discipline." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/16155512761832445921.
Full textAbstract:
碩士<br>國立清華大學<br>外國語文學系<br>94<br>Academic English has been recognized as a distinct genre in the English discourse community with its unique and conventional text structure. Although many studies have been conducted to contribute to our understanding of the textual and phrasal aspects of various academic genres, few have been transformed into actual teaching practice in particular for EFL graduate students. The purpose of the study is to apply the results of textual analysis one step further for developing relevant online course content in explicitly teaching abstract writing in the applied linguistics discipline.
By conducting text analysis and comparison on two corpora of 50 published journal research articles and 50 non-native conference paper abstracts, patterns and problems such as functional moves in organization, word use of patterns and phraseology were located. Text analysis results revealed that four potential problems in the non-native corpus concerning functional moves were found: Inverted move sequence, missing of obligatory moves, disproportional abstracts, and outlining information in one move. Moreover, with the help of computer programs, frequently used phraseology and collocations were found and categorized according to their functional moves for the purpose of presenting the information to learners in a systematic way. Next, a review of learning and teaching principles on L2 academic writing as well as existing websites designed for teaching of English for Academic Purposes (EAP) was conducted in order to strengthen the theoretical and practical aspects of our material development. Two Natural Language Processing tools—a web-based concordancer CARE (Concordance of Academic wRitten English)—using the EAP corpus, and a peer-editing tool POWER (Peer Online Writing and Editing Room) were also incorporated into the online EAP teaching environment based on the MOODLE platform. Combining these three elements together the instructional design and development of online material development were then made complete.
Formative evaluation of the abstract online unit was conducted at three public universities in northern Taiwan. 35 first-year graduate students were given two to three hours to finish the online materials. A 48-item evaluation questionnaire, including open-ended questions, were used to elicit information about students’ background information, the usefulness of online materials, overall design of the abstract online unit, and the participants’ attitudes toward using the new tools. From the results of the questionnaire, students’ different experiences and needs in writing academic articles were reported. Among the components of the online materials, students gave the highest credits to “Lessons” (hypertextual lecture notes) followed by “Web Resources” and “Activities”. They also expressed their willingness of revisiting the unit when necessary. Although students indicated little difficulty in using the computer tools and the platforms in the unit, their attitudes toward the computer tools were only moderately positive. Finally, six modifications of the abstract learning unit were made according to student feedback from the questionnaire.
This study has demonstrated the feasibility of linking research results to material development. Two implications are drawn from the current study. First, language teachers can make use of the platform and computer tools employed in this study to assist their teaching of EAP writing, especially in aspects such as material implementation, peer review, and promotion of inductive learning. Second, by studying and analyzing the learner corpus, researchers might identify some common patterns of Taiwanese learners’ writing which may deserve teachers’ instructional efforts.
Further research in testing the usefulness of this online unit on learners will undoubtedly help to refine this sample unit. In addition, researchers in the future might want to expand the size of their collected reference corpus so as to not only have better representative results of an analysis but also present more varieties of lexical choices to the target learners. Lastly, as e-learning is becoming a trend in foreign language learning, how to effectively combine e-learning with traditional classroom instruction for optimal learning effect might deserve researchers’ attention in the future.
48
Mironko, Beatrice Karekezi Uwamutara. "Students and teachersâ views on factors that hinder or facilitate science students in mastering English for academic purposes (EAP) in Rwanda higher education." Thesis, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4298_1380622181.
Full textAbstract:
<p>This study explores second and third year students' and teachersâ views on factors that hinder or facilitate the mastery of English for Academic Purposes (EAP) in the Science and Engineering Technology Higher Institutions of learning in Rwanda (KIST) and seeks to establish the extent to which the current programme meets the needs of the students. This is done by highlighting a whole range of teacher and student perspectives on the EAP programme. Two key requirements invite students to write their academic assignments in the form of research proposals and research project reports. In order to help them perform well in their field subjects, KIST introduced a department of English with a General English Programme under the umbrella of the then School of Language Studies (SORAS) in 1997. The departmentâs first assigned mission was to teach English to students in all departments in a bid to support and encourage them to cope with their field specific courses which are taught in English. Rwandaâs National Council for Higher Education (2007), on language teaching and learning, states that the trio, that is Kinyarwanda (the Mother Tongue and national language) and English and French (as foreign languages), should be taught at primary, secondary and higher education levels in order to reconcile the divide between Rwandan returnees (who had lived abroad for many decades) and locals. It is in this context that KIST, one of the institutions of higher learning, adopted the bilingual policy to cater to studentsâ needs to learn both French and English as media of academic communication. However, after Rwandaâs integration into the East African Community and the Commonwealth, English has been officially adopted as the medium of instruction in all schools and higher institutions of education. That is why there was a sudden language shift in 2006 from French to English as a medium of instruction at KIST. French and Kinyarwanda are now merely taught as subjects. The motive behind the move was to cater for Rwandaâs needs to fully participate in the economic community of East African Community in general and in the global economy in particular. The move drastically affected studentsâ ability to read and write English in their respective disciplines. The move also affected lecturers of other speciality areas. To avert the obvious challenges emanating from this sudden shift in language policy, the Institute introduced the English for Specific Purposes (ESP) and English for Academic Purposes (EAP) programmes under the then KIST School of Language Studies (SOLAS) and the KIST Language Centre. However, appropriate instructional materials for such courses have not been easily available. Given this situation, English teachers have had to create their own materials rather than the existing generalised and pre-packaged language teaching materials. As a result, studentsâ specific needs for induction into a scientific writing community at tertiary level have rarely been met. It is against this background that the study seeks to investigate factors that are facilitating and the mastery of EAP. The study operates on post-colonial/post-structuralist theoretical perspectives. These were founded on the analytical framework that is guided by thematic and/or conceptual underpinnings of language policy in the post-colonial Africa. Thus, English Language Teaching (ELT), developed into English as a second and additional language that is multi-semiotic and multi-modality in EAP and science genres, focusing mostly on its academic literacy, identity, ideology, power and agency, as well as its investment in language teaching and learning and the scientific community practice. Using a combination of ethnographic principles/practices like participantsâ observations, oneto- one interviews, focus group discussions and documentary review in data collection, the study utilises thematic/conceptual analysis to draw its conclusions. Drawing from the above conceptual perspectives, therefore, as well as from the methodological approach, this thesis emphasises the fact that the inability of students to successfully master EAP is caused by various factors, including the choice of English language learning materials. Contradictory approaches to language learning and to academic literacy practices create further challenges to the Rwandan studentsâ advancement in English mastery. These same practices also serve to limit the studentsâ ability to learn this language and complicate their access to local and global cultural exposure that is necessary for their socio-economic development of Rwanda. The study also reveals lack of appropriate discursive competence and multi-semiotic repertoires as some of the major factors inhibiting studentsâ academic progress. This is partly explained by the nature of the English language learning and teaching materials that is in use which neither provides general nor disciplinary specific academic and learning opportunities in English. Similarly, a range of structural and professional constraints on &bdquo<br>agencyâ exists for teachers of English in Rwanda as an additional language to the students, including lack of induction into scientific discourses or the EAP community of language practice. The overall lack of power and agency by teachers also contributes to constraints and constrictions in English language learning practices for these students in Rwanda. The study, however, observes that this situation is not only peculiar to KIST, as it is also common in almost all tertiary institutions in Rwanda. Specific recommendations are made in the study to improve the quality of English language learning and teaching in general and EAP in particular at KIST as an institution of higher learning, through the establishment of a clearer language policy and training opportunities for staff to update and develop required language skills in EAP, especially with regards to writing skills in sciences and engineering. The government of Rwanda, under the umbrella of Rwanda Education Board (REB) and the contribution of English language experts at the Institute, should provide a clearer direction of the language policy and curriculum that addresses Rwandan studentsâ specific needs. KIST, as an institution of higher learning, should value and facilitate the teaching and learning of English in general and the teaching of EAP in particular, bearing in mind its assigned mission. The management of the Institute should encourage interaction between EAP and subject area lecturers to discuss and agree upon, text types to be used by EAP lecturers in teaching. KIST management should also provide room for regular interactions with English lecturers to listen to their views and offer them further language training opportunities in order to update and develop the required skills in EAP, especially with regards to writing skills in science and engineering.</p>
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Bunting, John D. "An Investigation of Language Teachers’ Explorations of the Use of Corpus Tools in the English for Academic Purposes (EAP) Class." 2013. http://scholarworks.gsu.edu/alesl_diss/26.
Full textAbstract:
Despite claims that the use of corpus tools can have a major impact in language classrooms (e.g., Conrad, 2000, 2004; Davies, 2004; O'Keefe, McCarthy, & Carter, 2007; Sinclair, 2004b; Tsui, 2004), many language teachers express apparent apathy or even resistance towards adding corpus tools to their repertoire (Cortes, 2013b). This study examines from a teacher cognition perspective (Borg, 2006) how three EAP (English for Academic Purposes) writing teachers identified their most pressing needs and considered possible ways that corpus tools might address those needs. After having an individualized corpus working session, each teacher put into practice one or more corpus tools to address self-identified needs in their writing classes. The teachers reflected on the process across a series of interviews and in a stimulated recall session, which were analyzed using qualitative research methods. Each teacher discussed the degree to which the lesson met her objectives, and considered how she might use such corpus tools in the future, as one component in the development of her teaching beliefs, knowledge base, and practices. Through thematic analysis of the interviews and the individualized corpus working sessions, themes emerged that tell the story of these three teachers as they moved through this process, relating to the issues of time, student engagement, material analysis, selection and design, issues related to corpus tools, language, institutional factors, and collaboration. A new area of specialization on the pedagogical uses of corpus tools is discussed, based on the results of the three cases. Implications for researchers, material designers, corpus tools specialists, teacher educators, administrators and teachers are considered.
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Hamstra, Michele Diane Pike. "The Impact of Service-Learning on Second Language Writing Skills." Thesis, 2011. http://hdl.handle.net/1805/2496.
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