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Teacher-led collaborative modelling in academic L2 writing courses

Teacher-led collaborative modelling in academic L2 writing courses

 Wette, Rosemary.
 2015
 p. 71-80. Oxford University Press. English ISSN: 09510893
Ngôn ngữAcademic writingTiếng Anh.Giảng dạy.Teacher-led collaborativeWriting courses
Tác giả CN Wette, Rosemary.
Nhan đề Teacher-led collaborative modelling in academic L2 writing courses / Rosemary Wette
Thông tin xuất bản 2015
Mô tả vật lý p. 71-80.
Tùng thư Oxford University Press.
Tóm tắt Teacher-led collaborative modelling is a type of scaffolded instruction in which the teacher and learners compose and edit an academic text in a process that involves negotiation and shared responsibility. This study examined observed episodes of collaborative modelling of summaries, paraphrases, and other text types in pre-university and university academic writing courses. In interview statements, teachers pointed out a number of benefits of this instructional strategy. They included the opportunities it provided for them to support and respond immediately to learners’ contributions, and the feedback it gave them about learners’ current levels of ability and confidence. Despite the heavy cognitive demands it makes on teacher and learners, teacher-led collaborative modelling appears to be a useful instructional strategy that supports learning processes by focusing simultaneously on process and product components of academic writing.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Tiếng Anh-TVĐHHN
Từ khóa tự do Academic writing
Từ khóa tự do Tiếng Anh.
Từ khóa tự do Giảng dạy.
Từ khóa tự do Teacher-led collaborative
Từ khóa tự do Writing courses
Nguồn trích ELT journal.- 2015, Vol. 69, No. 1.
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a Teacher-led collaborative modelling is a type of scaffolded instruction in which the teacher and learners compose and edit an academic text in a process that involves negotiation and shared responsibility. This study examined observed episodes of collaborative modelling of summaries, paraphrases, and other text types in pre-university and university academic writing courses. In interview statements, teachers pointed out a number of benefits of this instructional strategy. They included the opportunities it provided for them to support and respond immediately to learners’ contributions, and the feedback it gave them about learners’ current levels of ability and confidence. Despite the heavy cognitive demands it makes on teacher and learners, teacher-led collaborative modelling appears to be a useful instructional strategy that supports learning processes by focusing simultaneously on process and product components of academic writing.
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