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The writing workshop: An interactive...

Matsumoto, Dianna Gail.

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The writing workshop: An interactive, language-rich context for teaching nonnative English speakers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The writing workshop: An interactive, language-rich context for teaching nonnative English speakers./
作者:	Matsumoto, Dianna Gail.
面頁冊數:	335 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-05, Section: A, page: 1691.
Contained By:	Dissertation Abstracts International58-05A.
標題:	Language, Rhetoric and Composition. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9733783
ISBN:	0591433966

The writing workshop: An interactive, language-rich context for teaching nonnative English speakers.
Matsumoto, Dianna Gail.

The writing workshop: An interactive, language-rich context for teaching nonnative English speakers. - 335 p.

Source: Dissertation Abstracts International, Volume: 58-05, Section: A, page: 1691.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 1997.

This is a qualitative study examining a writing workshop in an ESL/EFL setting and looking at cultural roles of the members. The study also looks for either resistance or adaptation to the writing workshop context which employs process writing and solicits active participation of the students who are Japanese adult English learners.

ISBN: 0591433966Subjects--Topical Terms:

1019205
Language, Rhetoric and Composition.

The writing workshop: An interactive, language-rich context for teaching nonnative English speakers.
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245 1 4 $a The writing workshop: An interactive, language-rich context for teaching nonnative English speakers.
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500 $a Source: Dissertation Abstracts International, Volume: 58-05, Section: A, page: 1691.
500 $a Chairman: Michael M. Williamson.
502 $a Thesis (Ph.D.)--Indiana University of Pennsylvania, 1997.
520 $a This is a qualitative study examining a writing workshop in an ESL/EFL setting and looking at cultural roles of the members. The study also looks for either resistance or adaptation to the writing workshop context which employs process writing and solicits active participation of the students who are Japanese adult English learners.
520 $a Since there were no known writing workshops in existence among English learners in Japan, the researcher also served as the teacher and designer of the workshop. Moreover, she found it necessary to conduct a series of pilot studies in order to establish and refine the goals and limits of the research workshop.
520 $a The problem concerns the fact that students of English in Japan and other countries frequently have difficulties expressing themselves in English, whether in writing or in speech, because they are not prepared for actual communication. Too often their studies have prepared them only for taking tests and not for interchange with English speakers.
520 $a The writing workshop employs utilitarian English in reading, process writing, speaking, and grammar pedagogy. Students are asked to read and write about topics of interest to them personally. They are also asked to discuss their work with both peers and the teacher, which encourages practical oral expression of the language. Thus, students exercise a variety of language skills in meaning-driven communication.
520 $a The study revealed some positive considerations for writing workshop implementation. During the forty-hour writing workshop which was researched, participation was lively, suggesting that the workshop promoted a change in the roles of learners from passive to active. Also, anxiety levels dropped as the workshop progressed, suggesting that students could adapt, even in that short period, to their role changes without distracting tensions. And students' writing abilities seemed to show positive development.
520 $a This study, therefore, provides insights into a model and dimension of language study which may facilitate practical ESL/EFL writing instruction.
590 $a School code: 0318.
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