| Popis: |
Over the last 20 years, writing processes and products have dominated much of the teaching of writing in the English foreign language (EFL) classrooms. Even though an extensive body of research about process writing in the first-language practices exists, very little description of second-language classroom practices comes through that involves the instructor and the students in a writing class. As such, this study will attempt to provide descriptive data regarding the writings of eight undergraduates from a tertiary institution, who in their written work have different levels of proficiency in the English language. Each participant’s L1 and L2 writing processes and products were described and analysed to identify similarities and differences. In addition, their writing processes and products were also compared as part of a multi-case analysis to see consistencies and inconsistencies among subjects, besides seeing the quality of the products. The participants were also observed and interviewed to get clearer pictures of the problem they face in ESL writing. This study also aims to explore how this process in writing may help L2 learners who are relatively unskilled in writing English. It is designed to discover the various kinds of influence that this approach has on the subjects and how they respond and become accustomed to it. It is also designed to explore what changes the participants undergo after being exposed to this approach. It provides a descriptive account of what second-language writing looks like in a classroom where the instructor employs this approach to teach writing. The insights generated by the description and analysis of the data collected for this study can be used for a variety of purposes, to better understand writers of second-language learners, to help ESL curriculum and instructional practice and to provide useful insights for educational language policy-making. |
