A Description of L2 Writing Instruction from the Views of Writing Process and Interactions
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This study examined the situated writing process as realized through instructional procedures in one L2 writing course and teacher-student interaction during these instructional procedures. To examine this writing process, the database of this study included observation notes, transcripts of classroom interactions, interview transcripts, and teaching materials. The findings are meaningful in twofold. First, the details of process-oriented approaches revealed the teacher’s pedagogical beliefs about L2 writing instruction and the teacher’s interpretation of contextual factors like program goals. Second, interactions between the teacher and students highlighted topics and patterns of classroom discussion with the sequences of classroom talk referring to the goal or pedagogical foci
Abstract
This study examined the situated writing process as realized through instructional procedures in one L2 writing course and teacher-student interaction during these instructional procedures. To examine this writing process, the database of this study included observation notes, transcripts of classroom interactions, interview transcripts, and teaching materials. The findings are meaningful in twofold. First, the details of process-oriented approaches revealed the teacher’s pedagogical beliefs about L2 writing instruction and the teacher’s interpretation of contextual factors like program goals. Second, interactions between the teacher and students highlighted topics and patterns of classroom discussion with the sequences of classroom talk referring to the goal or pedagogical foci
참고문헌 (14)
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