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Developing international EFL/ESL scholarly writers /
This text provides a research-based approach for developing EFL/ESL writers in disciplinary/professional context. Research results disclose the interplay among strategies, skills, quality assessment, and stages (a) defining strategic competence for participants, and (b) acting as catalyst for increa...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Boston :
De Gruyter Mouton,
[2015]
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| Colección: | Studies in second and foreign language education ;
7. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Foreword; Preface; Acknowledgments; Contents; Part I Combining Research with Instruction; 1 Making a Difference in the Academic Writing of International Graduate Students; 1.1 Why this topic matters; 1.2 Learner-centered research and pedagogy; 1.3 How this book is organized; 2 What We Know About Academic Writer Challenges and Differences; 2.1 Empirical research and institutional knowledge; 2.2 Challenges of international graduate students in U.S. law schools; 2.3 Concerns of EFL/ESL academic legal writers in this research; 2.4 International legal studies context.
- 2.5 Academic legal writing instructional context2.6 Variability in EFL/ESL graduate student writer sampling; 3 Determining What International Student Writers Know and Can Do; 3.1 Self-report instrument describing strategic competence; 3.1.1 Stages for writing; 3.1.2 Strategies for language learning and language use; 3.1.3 Skills for language use and strategies for language re-use; 3.1.4 Strategies for knowledge-transforming; Part II Learner-User Research; 4 Research Population Representativeness and Research Methods; 4.1 International students as L2 users in advanced academic settings.
- 4.1.1 Implications for teaching4.2 Research-based writing intervention; 4.3 Overview of procedures; 4.3.1 Instructions to students participating in the research; 4.4 Research questions; 4.5 Mixed methods research design; 4.5.1 Worldview; 4.5.2 How the design operates; 4.6 Validity; 5 Performance Enhancing Measures; 5.1 How self-report was used to collect data from student participants; 5.2 Instrumentation validity and reliability; 5.2.1 Description of the Strategic Competence Questionnaire (SCQ); 5.2.2 Description of the Interview Protocol (IP).
- 5.2.3 Description of the task-based Student's Quality Assessment Tool (SQAT)5.2.4 Description of the task-based Teacher's Quality Assessment Tool (TQAT); 5.2.5 Data collection summary; 5.3 Data collection procedures; 5.4 Data analysis procedures for mixed methods, concurrent triangulation, multi-stage design; 5.5 How the methodology relates to theory and development; 5.6 Summary of the methodology; 6 Variables Influencing Strategic Competence; 6.1 Introduction to chapter 6, quantitative research results; 6.2 Learners' use of strategies and skills.
- 6.2.1 Across all learners, stage 1 pre-writing6.2.2 Across all learners, stage 2 drafting; 6.2.3 Across all learners, stage 3 revising; 6.2.4 Across stages, individual learners; 6.2.5 Summary of results for research question 1; 6.3 Learners' most helpful strategies; 6.3.1 Overall results for stage 1, pre-writing; 6.3.2 Overall results for stage 2, drafting; 6.3.3 Overall results for stage 3, revising; 6.3.4 Overall results for all 3 stages combined (pre-writing, drafting, and revising); 6.3.5 Composite profile of learners' most helpful strategies.