Explicit Observation of EFL Writing Process
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It has been discussed that process writing approach is more effective than product approach in teaching L1 and L2 writings. Discussion on writing processes in an L1 setting and an ESL setting dates back to late 1970s and early 1980s, respectively. However, it is not easy to find out researches on writing process in an EFL setting. To fill the gap, this paper examines what are the writing processes of EFL students in Korean classroom setting. Korean EFL students uses the product model instead of the process model for their composition. They think writing process should be linear rather than being recursive and hierarchical. Only after finishing the first draft, they try to revise it, mainly focusing on spelling and grammatical errors. Students do not seem to spend enough time in a prewriting stage. No subjects report that they discuss on their topics with others before they start to write. Based on the observation, it also discusses the pedagogical implication of the findings. Teachers need to intervene all the writing stages to help students discover meanings they want to create. Students' awareness of their writing processes is also an important part for better writing. Thus, teacher has to help them to understand what skilled writers do while composing.
Abstract
It has been discussed that process writing approach is more effective than product approach in teaching L1 and L2 writings. Discussion on writing processes in an L1 setting and an ESL setting dates back to late 1970s and early 1980s, respectively. However, it is not easy to find out researches on writing process in an EFL setting. To fill the gap, this paper examines what are the writing processes of EFL students in Korean classroom setting. Korean EFL students uses the product model instead of the process model for their composition. They think writing process should be linear rather than being recursive and hierarchical. Only after finishing the first draft, they try to revise it, mainly focusing on spelling and grammatical errors. Students do not seem to spend enough time in a prewriting stage. No subjects report that they discuss on their topics with others before they start to write. Based on the observation, it also discusses the pedagogical implication of the findings. Teachers need to intervene all the writing stages to help students discover meanings they want to create. Students' awareness of their writing processes is also an important part for better writing. Thus, teacher has to help them to understand what skilled writers do while composing.
참고문헌 (32)
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