Helping the ESOL Writer: Constructive Feedback.

Autor/in	Graham, Janet G.
Titel	Helping the ESOL Writer: Constructive Feedback.
Quelle	(1987), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Communicative Competence (Languages); English (Second Language); Feedback; Limited English Speaking; Second Language Instruction; Second Language Learning; Teacher Response; Teacher Student Relationship; Writing (Composition); Writing Instruction; Writing Skills + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Lehrerkommentar; Teacher student relationships; Lehrer-Schüler-Beziehung; Schreibübung; Schreibunterricht; Writing skill; Schreibfertigkeit
Abstract	The English teacher encountering a student of English as a second language (ESL) with significant writing problems must find an appropriate way of responding, finding a balance between being overly sympathetic and being overly concerned with correctness. ESL students are learning English from many sources, not just the teacher, and the teacher's job is less to teach English than to coach students as they modify their own idiosyncratic versions of the language to approach the standard form. Responding effectively to ESL writing is similar to responding to native English writing, with some important differences. Some are cultural and involve the student's background knowledge, internalized rhetorical patterns, and assumptions about the world. Most significantly, ESL writers need more help with the language. Written feedback should not overemphasize grammar. The feedback should be short, focused, positive, and corrective. Error correction should treat errors as a natural part of language learning and should be clear and neatly written enough to help rather than confuse the student. (Appended are six handouts for practical guidance to teachers, including an annotated bibliography.) (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC