Contrastive Rhetoric and Japanese English Students' Expository Writing Style.

Autor/in	Matsunaga, Tad
Titel	Contrastive Rhetoric and Japanese English Students' Expository Writing Style.
Quelle	(1999), (251 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; japanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; College Students; English (Second Language); Expository Writing; Foreign Countries; High School Students; High Schools; Higher Education; Second Language Instruction; Second Language Learning; Secondary Education; Writing Skills; Japan + Suchen Sie Ihr Suchwort? Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fremdsprachenunterricht; Zweitsprachenerwerb; Sekundarbereich; Writing skill; Schreibfertigkeit
Abstract	Contrastive rhetoric can help English teachers of native Japanese speaking students to better understand cultural and first language influences which affect the acquisition of English expository writing skills. An awareness of the Japanese expository writing style called "delayed introduction of purpose," which can cause problems in coherence for English-speaking readers who expect either a general to specific or a specific to general style, can enable English as a Second Language writing teachers to create or adapt lessons that will be appropriate for their Japanese students. This study follows the work of the late John Hinds, whose contrastive rhetoric research showed that Japanese writing uses a delayed introduction of purpose pattern that does not match any English rhetorical pattern. The study examines essays written by Japanese English students in Japan and in the United States for evidence of a Japanese writing style. Pedagogical applications are addressed, and an annotated bibliography is presented for English as a Second Language teachers. (Contains 81 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC