Input vs. Intake in an Advanced ESL Composition Class.

Autor/in	Perkins, Kyle
Titel	Input vs. Intake in an Advanced ESL Composition Class.
Quelle	(1980), (17 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Adults; College Students; English (Second Language); Higher Education; Language Research; Learning Processes; Second Language Instruction; Teacher Effectiveness; Writing (Composition); Writing Instruction + Suchen Sie Ihr Suchwort? Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachforschung; Learning process; Lernprozess; Fremdsprachenunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schreibübung; Schreibunterricht
Abstract	Input from a course syllabus in advanced university level English as a second language composition was compared with student intake as manifested in the linguistic product (i.e., compositions). The frequencies and types of classroom, teacher, and textbook explanation of sentence control, paragraph organization, and rhetorical control were carefully monitored and logged. An equally careful record of student writing was kept. The quantity of exposure to various writing concepts was compared to an objective and a holistic evaluation of control over these concepts. The students' last three compositions in the course were analyzed to determine the effect of carefully controlled input on intake. Of the five phenomena selected for study--paragraph organization, logical organization, use of subordinating conjunctions, use of main clauses, and use of coordinating conjunctions--there was improvement at the end of the course in all except subordinating conjunctions. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01