Writing Conferences and Some Applications for the EFL Classroom.

Autor/in	Renner, Christopher
Titel	Writing Conferences and Some Applications for the EFL Classroom.
Quelle	In: Perspectives, a Journal of TESOL-Italy, 16 (1990) 2, S.51-55 (7 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Adult Education; Audience Awareness; Classroom Communication; Classroom Techniques; Communicative Competence (Languages); English (Second Language); Foreign Countries; Language Teachers; Peer Evaluation; Peer Teaching; Reference Materials; Second Language Instruction; Small Group Instruction; Teacher Role; Teacher Student Relationship; Writing Evaluation; Writing Exercises; Writing Instruction; Writing Processes + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Klassengespräch; Klassenführung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Language teacher; Sprachunterricht; Peer group teaching; Peer Group Teaching; Literaturnachweis; Fremdsprachenunterricht; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Schreibübung; Schreibunterricht
Abstract	A teacher of English as a Foreign Language (EFL) to adults in a non-English-speaking country describes use of classroom writing conferences to improve student language use and introduce writing into the communicative syllabus. The approach is based on a conference format and focuses on self-directed inquiry. Students are provided with monolingual dictionaries and thesauri, a writing journal, and some reference works. Two basic formats were adopted: peer (student-student) and teacher-student conferences, with participants in pairs or small groups. Each conference focuses on one of three areas: content (while work is in process); process and style; or assessment of skill, form, vocabulary, structure, coherence. In each conference, four things happen: the writer reads his piece aloud; listeners respond by asking questions or commending good technique; the writer explains his perspective and asks for audience clarification of comments, focusing on content, process, or evaluation; and discussion turns to what the writer will do next with the piece. These steps are designed to build audience awareness and related writing processes. It is recommended that this be scheduled as an open-ended exercise. Students' favorite works are compiled at course conclusion. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01