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Second Language Teaching and Learning

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Title: Second Language Teaching and Learning


1
Second Language Teaching and Learning
  • Ling 316
  • Lecture 4Teaching Writing

2
Approaches to teaching writing
  • Product approach
  • concerned with end product
  • focus on readability, so concerned with content,
    text structure, grammar, vocabulary, spelling etc
  • Process approach
  • concerned with the means by which a text is
    created
  • focus on drafting and editing process
  • Social interaction approach
  • writing as interaction between writer and reader
  • explains composing decisions in terms of writers
    projection of the understandings, interests and
    needs of readers

3
Product approaches
  • Genre approach Halliday (1994), Martin (1992)
  • A genre is a set of texts which share the same
    social purpose and structure

4
Major genre
  • Major genres encountered in schooling
  • narratives
  • recounts
  • reports
  • explanations
  • procedures
  • arguments
  • debates
  • descriptions

5
The genre approach
  • What are the major genre encountered in an
    office?
  • List them

6
Major genre recount
  • Social Purpose Recounts tell what happened

Text Structure Orientation Record of events Reorientation Last night we went to a restaurant with my family. It was my dads birthday. We ate a pizza and salad then ate some ice cream with chocolate sauce. After dinner at the restaurant we went home. Language Features Use of action verbs, eg went, ate Use of nouns to name people, places, things, eg pizza, restaurant Use of past tense, eg was, went Use of conjunctions eg and, then Use of an adverbial phrase, eg at the restaurant
7
Major genre narrative
  • Social purpose Narratives construct a pattern
    of events with a problematic and/or unexpected
    outcome that entertains and instructs us.

Text Structure Orientation Complication Resolution Once there was a little boy who was going for a walk along a bush track near a creek. He stopped by a rock to watch some tadpoles in the creek. As he leant over he fell in with a splash. Luckily his older sister had followed him. She heard the splash and ran to the edge and was able to rescue him. Language Features Use of particular nouns to refer to or describe people and things Use of action verbs, eg stopped, fell Use of adverbial phrases to indicate place, eg by a rock, to the edge
8
Major genre reports
  • Social Purpose Information reports present
    information about an entire class of things, eg
    mammals, the planets, rocks, plants, computers,
    countries transport, and so on.

Text Structure General statement identifies and classifies the subject of the information report Description behaviour appearance, Cheetahs Cheetahs are big cats. They run fast. They have sharp teeth. They have black spots. They have furry skin. Language Features Use of timeless present tense Use of adjectives to describe, eg sharp, black Use of statements to give information Use of action verb, eg run Use of relating verbs to link parts of body to cheetahs, eg They have sharp teeth.
9
The teaching learning cycle
10
The teaching/learning cycle Building the context
  • Purpose
  • introduce authentic example of text type
  • introduce cultural context in which text-type is
    used
  • introduce social purpose of text type
  • explore register by
  • building knowledge of topic of text
  • understand roles and relationships of people
    using text
  • understand channel of communication

11
The teaching/learning cycle Building the context
  • Activities
  • Activities to reveal
  • what the text is about
  • what students already know about it
  • Examples
  • present context through pictures, A-V materials,
    excursions, etc
  • brainstorm vocabulary from images, previous
    knowledge etc
  • compare practices in different cultures
  • predict content
  • quiz
  • Activities to establish
  • who wrote the text, for whom, purpose for writing
  • Examples
  • discussions
  • questionnaires
  • Activities to explore mode spoken or written
  • Examples

12
The teaching/learning cycle Modelling and
deconstructing the text
  • Purpose
  • To investigate text structure and language
    features of this text type
  • To compare the model with other examples of the
    same text-type

13
The teaching/learning cycle Modelling and
deconstructing the text
  • Activities
  • Identifying text structure
  • sequencing jumbled stages
  • labelling stages
  • sorting sets of texts into those which are the
    same text-type and those which are not
  • comparing model with an example missing a stage
  • Exploring text presentation
  • identifying function of text features (eg logo,
    headings, bold letters, position etc)
  • indicate position of blocks of text
  • Activities focused on cohesive devices
    vocabulary networks, cloze, conjunction,
    reference. topic sentences
  • Semantic maps
  • Presentation and practice activities related to
    grammatical features of the text
  • Activities involving pronunciation, spelling,
    decoding

14
The teaching/learning cycle Joint construction
of the text
  • Purpose
  • Students begin to construct examples of the
    text-type with support
  • Students develop ability to construct examples
    independently
  • Teacher gradually reduces contribution to text
    construction

15
The teaching/learning cycle Joint construction
of the text
  • Activities
  • Whole class construction of text through
    discussion, scribing, editing
  • skeleton texts
  • jigsaw and information gap activities to
    construct text
  • small group construction of texts
  • dictogloss
  • self-assessment and peer assessment

16
The teaching/learning cycle Independent
construction of the text
  • Purpose
  • Students work independently to construct texts
  • Student performance can be used in achievement
    assessment

17
The teaching/learning cycle Independent
construction of the text
  • Activities
  • learners construct own texts
  • learners draft, edit and proofread texts
  • learners critically evaluate their own texts and
    those of others and suggest areas for further
    work
  • learners discuss the ways in which they position
    their readers

18
The teaching/learning cycle Linking to related
texts
  • Purpose
  • Allows students to explore how what they have
    learned relates to
  • other texts in the same or similar contexts
  • other types of text

19
The teaching/learning cycle Linking to related
texts
  • Activities
  • comparing use of text-types in different fields
  • researching other text-types used in same field
  • exploring how language feature used in this
    text-type is used in other text-types
  • change audience of text and ask learners to
    re-write text
  • changing purpose of text and ask learners to
    re-write
  • personal recount (spoken) to newspaper recount
  • description of specific thing to report on a
    class of things

20
Major genre explanation
  • Social Purpose Explanations tell how and why
    things occur in scientific and technical fields

21
Other genre discussions, arguments
  • Discussions The social purpose of a discussion
    is to explore both sides of an issue
  • Arguments The social purpose of an argument is
    to present a position on a topic

22
The Process Approach
  • Expressivist view of writing
  • thinking precedes writing
  • free expression of ideas encourages
    self-discovery and cognitive maturation
  • the process of writing is as important as the
    product
  • because writing is developmental, teachers should
    not present models, suggest responses or focus on
    grammar
  • no clear criteria for judging good writing

23
The writing process
  • Cognitive view
  • writers have goals
  • they plan extensively
  • planning involves defining a rhetorical problem
    placing it in context, exploring its parts
  • arriving at solutions
  • translating ideas on page
  • all work can be reviewed, evaluated and revised
    even before writing
  • planning, drafting, revising editing are
    recursive
  • plans and texts are evaluated in a feedback loop

24
Process approach
  • L1 and L2 process-writing research
  • General composing patterns seem similar in L1
    L2
  • Skilled writers compose differently from novices
  • Skilled writers use more effective planning and
    revision strategies
  • L1 strategies may or may not be transferred to L2
    contexts
  • L2 writers tend to plan less than L1 writers
  • L2 writers have more difficulty setting goals and
    generating material
  • L2 writers revise more but reflect less on their
    writing
  • L2 writers are less fluent, and produce less
    accurate and effective texts
  • Hyland, K. (2002) Teaching and Researching
    Writing. Harlow, England Longman p26

25
Social Interaction Approaches
  • Meaning is created in interaction between writer
    and reader
  • Skilled writers create a mutual frame of
    reference, anticipate what their audience will
    understand and provide greater elaboration when
    they expect misunderstanding
  • Recursive drafting is a result of writer
    monitoring text for potential trouble spots

26
Social Interaction Approaches
  • Intertextuality (Bakhtin)
  • Discourses are always related to other discourses
  • Text-users are linked to a network of prior texts
    , which provide a system of options for making
    meanings which can be used by other text users
  • These conventions make some interpretation more
    likely and preclude others, which helps explain
    the rhetorical choices writers make

27
Social Interaction Approaches
  • Contrastive Rhetoric
  • Languages use different
  • patterns of organisation
  • approaches to argument structuring
  • approaches to incorporating material from other
    sources
  • persoectives on reader orientation,
    attention-getting devices and estimates of reader
    knowledge
  • use of cohesive devices
  • etc

28
Useful source
  • The texts used in genre slides are taken from
    the NSW Primary English syllabus, which is on the
    web site of the NSW Board of Studies
  • http//k6.boardofstudies.nsw.edu.
  • au/english/
  • Click on Student Work Samples
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