Proceedings from the Inaugural TESOL Action Research Writers Conference

• Humphries Simon

  Kinki University Technical College Dept of Total Systems Engineering

• Boon Andrew

  Kinki University Technical College Dept of Total Systems Engineering

• Haas Sarah

  Kinki University Technical College Dept of Total Systems Engineering

• Stevens Simon

  Kinki University Technical College Dept of Total Systems Engineering

• Takeuchi Haruki

  Kinki University Technical College Dept of Total Systems Engineering

抄録

This paper incorporates chapters written by Andrew Boon, Sarah Haas, Simon Stevens, Haruki Takeuchi and Simon Humphries. Each writer has his/her own focus; however, the articles are linked by the strategy of classroom-based action research in TESOL (Teaching English to Speakers of Other Languages). Firstly, Boon describes the cooperative development and instant messenger cooperative development approaches that can aid a researcher to reflect on practice through the aid of a non-judgemental "Understander." Secondly, Haas introduces the use of picture story cards to help learners increase their awareness of the value of structure for essay-writing. Thirdly, Stevens demonstrates how the essay-writing feedback process can be improved through student participation. Fourthly, Takeuchi reveals how students reacted positively to genre-specific schematic structure advice in an essay-writing class. Finally, Humphries describes the effects of two types of pre-task preparation on the range of lexis used in persuasive essay-writing.

収録刊行物

• 近畿大学工業高等専門学校紀要

  近畿大学工業高等専門学校紀要 21 49-58, 2005-12-01

  近畿大学工業高等専門学校

キーワード

• cooperative development
• structure
• feedback
• genre
• pre-task preparation

詳細情報

• CRID: 1571417126933618176
• NII論文ID: 110004814542
• NII書誌ID: AA11499229
• 本文言語コード: en
• データソース種別:
  • CiNii Articles