https://waseda.repo.nii.ac.jp/?action=repository_action_common_download&item_id=12133&item_no=1&attribute_id=162&file_no=1

言語運用能力(Communicative Competence)

Authoritative and accessible, this book introduces the theory and practice of teaching writing to students of EFL/ESL learners While assuming no specialist knowledge, Ken Hyland systematically sets out the key issues of course design, lesson planning, texts and materials, tasks, feedback and assessment and how current research can inform classroom practice This second edition is completely revised to include up-to-date work on automated feedback, plagiarism, social media, Virtual Learning Environments and teacher workload issues It takes the clear stance that student writers not only need realistic strategies for drafting and revising, but also a clear understanding of genre to structure their writing experiences according to the expectations of particular communities of readers and the constraints of particular contexts Review exercises, reflection questions, plentiful examples and a new extensive glossary make the book invaluable to both prospective and practicing teachers alike

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Second Language Writing

"A Different Mirror" is a dramatic new retelling of our nation's history, a powerful larger narrative of the many different peoples who together compose the United States of America. In a lively account filled with the stories and voices of people previously left out of the historical canon, Ronald Takaki offers a fresh perspective - a "re-visioning" - of our nation's past.

A Different Mirror: A History of Multicultural America. First Edition.

Collaborative writing: Product, process, and students’ reflections

Feedback is widely seen as crucial for encouraging and consolidating learning, and this significance has also been recognised by those working in the field of second language (L2) writing. Its importance is acknowledged in process-based classrooms, where it forms a key element of the students' growing control over composing skills, and by genre-oriented teachers employing scaffolded learning techniques. In fact, over the past twenty years, changes in writing pedagogy and research have transformed feedback practices, with teacher written comments often supplemented with peer feedback, writing workshops, conferences, and computer-delivered feedback. But while feedback is a central aspect of ESL/EFL writing programs across the world, the research literature has not been unequivocally positive about its role in writing development, and teachers often have a sense that they are not making use of its full potential. In this paper we examine recent research related to feedback on L2 students' writing, focusing on the role of feedback in writing instruction and discussing current issues relating to teacher written and oral feedback, collaborative peer feedback and computer-mediated feedback.

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Feedback on second language students' writing

Chinese students' perceptions of ESL peer response group interaction

ESL students' perceptions of effectiveness in peer response groups

Peer Response Groups: Do L2 Writers Use Peer Comments in Revising Their Drafts?

This study investigated similarities and differences between Egyptian Arabic and American English refusals using a modified version of the discourse completion test (DCT) developed by Beebe et al. (1990). Thirty US interviews resulted in 298 refusals and 25 Egyptian interviews resulted in 250 refusals. Each refusal was divided into its component strategies. Data were analysed to compare the average frequencies of direct and indirect strategies, the average frequencies of specific indirect strategies, and the effect of interlocutor status on strategy use across groups. Results indicate that both groups use similar strategies with similar frequency in making refusals. The findings, however, suggest that although methods such as the DCT may be appropriate for collecting pragmalinguistic data, they fail to reveal the sociopragmatic complexities of face-threatening acts such as refusals.

Gayle L. Nelson

Papers

Chinese students' perceptions of ESL peer response group interaction

ESL students' perceptions of effectiveness in peer response groups

Peer Response Groups: Do L2 Writers Use Peer Comments in Revising Their Drafts?

Cross-Cultural Pragmatics: Strategy Use in Egyptian Arabic and American English Refusals.

Writing Groups: Cross-Cultural Issues.