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Writing-to-Learn in English: In-Class Timed Writing for Content Learning

이요안
한국영어교육학회 (Korea Association Of Teachers Of English)|2012.09|영어교육 (English Teaching)|제67권 제3호|pp. 51-75|DOI 10.15858/engtea.67.3.201209.51

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참고문헌

키워드

EFLDiscourse analysisSecond language writingwriting-to-learnin-class writingWAC
주제분류영어와문학

초록

Second language writing research has focused on the learning-to-write approach whose analytic and pedagogical goal is to develop L2 learners’ writing proficiency. Equally important is the writing-to-learn approach that uses writing as a primary tool for content learning. Drawn from writing across the curriculum (WAC) movement in North America, the writing-to-learn approach integrates writing into content instructions across various disciplines. Considering that Korean universities have increased English-mediated courses, it is timely to explore how the writing-to-learn approach can be used for content learning in English. Writing in this approach is considered to demonstrate whether and how students understand and undertake the course content presented in the assigned readings. The present study examines in-class timed writings produced in a course for English majors at a university in Korea. The student writings were analyzed and classified into four distinctive categories in terms of how they use sources in their writings. The data analysis demonstrates the types of problems these students have in processing complex texts and specifies an array of distinctive skills they need to be fully proficient.

Abstract

Second language writing research has focused on the learning-to-write approach whose analytic and pedagogical goal is to develop L2 learners’ writing proficiency. Equally important is the writing-to-learn approach that uses writing as a primary tool for content learning. Drawn from writing across the curriculum (WAC) movement in North America, the writing-to-learn approach integrates writing into content instructions across various disciplines. Considering that Korean universities have increased English-mediated courses, it is timely to explore how the writing-to-learn approach can be used for content learning in English. Writing in this approach is considered to demonstrate whether and how students understand and undertake the course content presented in the assigned readings. The present study examines in-class timed writings produced in a course for English majors at a university in Korea. The student writings were analyzed and classified into four distinctive categories in terms of how they use sources in their writings. The data analysis demonstrates the types of problems these students have in processing complex texts and specifies an array of distinctive skills they need to be fully proficient.

참고문헌 (74)

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관련 논문AI추천

The Writing-to-learn Dimension of L2 Writing: Towards Rhetorical Hybridity and Flexibility허명혜한국영어교육학회 · 영어교육2022 · 제77권 제3호Exploring Writing-Learning Relationship through Korean EFL College Students성명희, 송민종범태평양 응용언어학회 · Journal of Pan-Pacific Association of Applied Linguistics2010 · 제14권 제1호The Effects of Source Materials on L2 Writing PerformanceMi-jeong Kang언어과학회 · 언어과학연구2008 · 제45호A Study on the Model of English Reading and Writing Integration with the Use of Intermediate Texts김선영한국영어학학회 · 영어학연구2014 · 제20권 제2호L2 Writing Practice as Consciousness-Raising for Korean College Students유현정한국영어교육학회 · 영어교육2012 · 제67권 제3호Summarization and Argumentation in EFL Text-Based Writing이요안언어정보연구소 · 언어와 정보 사회2015 · 제24권

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