基本説明
This book documents the results of a multi-year project that investigated the goals for writing improvement among 45 students and their instructors in intensive courses of English as a Second Language (ESL) then, a year later, in academic programs at two Canadian universities.
Full Description
This book documents the results of a multi-year project that investigated the goals for writing improvement among 45 students and their instructors in intensive courses of English as a Second Language (ESL) then, a year later, in academic programs at two Canadian universities. The researchers present a detailed framework to describe these goals from the perspectives of the students as well as their instructors. The goals are analyzed for groups of students from particular backgrounds internationally, for changes over time, and in relation to the ESL and academic courses. The authors use activity theory, goal theory, various sociolinguistic concepts, and multiple data sources (interviews, observations, stimulated recalls, questionnaires, and text analyses) to provide a contextually-grounded perspective on learning, teaching, writing, second-language development, and curriculum policy. The book will interest researchers, educators, and administrators of ESL, university, college, and literacy programs around the world.
Contents
1. Foreword (by Grabe, William); 2. 1. Introduction, purpose, and conceptual foundations (by Cumming, Alister); 3. Section I. The Main Study; 4. 2. Context and design of the research (by Cumming, Alister); 5. 3. Students' Goals for ESL and University Courses (by Zhou, Ally); 6. 4. A Study of contrasts: ESL and university instructors' goals for writing improvement (by Cummings, Jill); 7. Section II. Case Studies; 8. 5. Nine Chinese students writing in university courses (by Yang, Luxin); 9. 6. Students' and instructors' assessments of the attainment of writing goals (by Barkaoui, Khaled); 10. 7. The language of intentions for writing improvement: A systemic functional linguistic analysis (by Busch, Michael); 11. 8. Goals, motivations, and identities of three students writing in English (by Kim, Tae-Young); 12. 9. Variation in goals and activities for multilingual writing (by Gentil, Guillaume); 13. Section III. Implications; 14. 10. Implications for pedagogy, policy, and research (by Cumming, Alister); 15. References; 16. Appendices; 17. Subject Index; 18. Contributors
