Using Prewriting Tasks in L2 Writing Classes: Insights from Three Experiments

Autor/inn/en	McDonough, Kim; Neumann, Heike
Titel	Using Prewriting Tasks in L2 Writing Classes: Insights from Three Experiments
Quelle	In: TESL Canada Journal, 31 (2014), S.132-143 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Prewriting; Second Language Learning; Second Language Instruction; English (Second Language); Collaborative Writing; English for Academic Purposes; Brainstorming; Task Analysis; Student Attitudes; Critical Thinking; Connected Discourse; Foreign Countries; Graduate Students; Undergraduate Students; Writing Instruction; Writing Assignments; Canada (Montreal); Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Aufgabenanalyse; Schülerverhalten; Kritisches Denken; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schreibunterricht
Abstract	Even though collaborative prewriting tasks are frequently used in second language (L2) writing classes (Fernández Dobao, 2012; Storch, 2005), they have not been as widely researched as other tasks, such as collaborative writing and peer review. This article examines the effectiveness of collaborative prewriting tasks at encouraging English for Academic Purposes (EAP) students to engage in critical reflection while brainstorming the content and organization of written texts. Drawing upon data from three experiments (Neumann & McDonough, 2014a, 2014b), the impact of task design and students' perceptions about collaboration on their prewriting discussions are explored. Suggestions for instructors with an interest in using collaborative prewriting tasks are provided. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01