teaching academic esl writing part 2

... overlooked in the teaching of L2 writing: (1) Learning to write in an L2 is different from learning to write in an L1, so (2) teaching L2 writing the way LI writing is taught ... for teaching L2 writing, student writing is evaluated on the quality of prewriting, writing, and revision. Because the product of writing is seen as secondary to the writing ... 2002; Hammerly, 1991; Hinkel, 1992, 1997a, 2002a; Huckin, Haynes, & Coady, 1993; Larsen-Freeman, 1991; Lewis, 1993, 1997; Nation, 1990, 2001; Norris & Ortega, 2000; Richards, 2002;

Ngày tải lên: 26/01/2014, 08:20

... for Teaching the Language Features of Academic Writing OVERVIEW • The importance of accuracy in academic writing • Recurrent features of academic discourse in English • The benefits of written academic ... equipped students for success in university-level academic courses (Hinkel, 2002a; Hyland, 1996, 2002a) ACCURACY, ACADEMIC TEXT, AND PRACTICAL GOALS As the teaching of English became increasingly important ... neglected in the teaching of L2 writing and suggested various ways to include them in L2 writing instruction In particular, Johns summarized the findings of text analysis and research on academic text

Ngày tải lên: 17/10/2013, 19:15

... studies, Nation (2001) concluded that an increase in the amount of academic vo-cabulary in L2 writing contributes significantly to the higher evaluations of the quality of L2 academic writing In light ... relative L2 accuracy and fluency that leads to production and subsequent automatization (DeKeyser & Juffs, in press; Wood, 2001) For example, according to Wray and Perkins (2000) and Wray (2002), ... practiced in the production of academic writing (R Ellis, 1990, 1994, 1997, 2002; James, 1998) For example, at the high intermediate and/or advanced levels, grammar teaching can focus on constructions

Ngày tải lên: 20/10/2013, 10:15

... anticipate the following aspects of L2 academic writing to be in need of at least some degree of polishing and additional work for practically all academic L2 learners: • academic vocabulary and, specifically, ... do some methodologies for teaching ESL em-phasize and others deemem-phasize the importance of explicit gram-mar and vocabulary teaching? 2 If you were to design L2 writing courses for intermediate ... vocabu-lary in academic writing is essential in reducing the number of NNS writers' lexical errors that have been found to be among the most egregious in L2 writing • Avast majority of NNS academic

Ngày tải lên: 20/10/2013, 10:15

... sentences with be-verbs, are easy to construct, many NNS writers overuse them in their academic writing (Hinkel, 2002a) One of the most common structures that follows be is the prepositional phrase ... three-word verbs are hardly ever used in academic prose (Biber et al., 1999) The most common are to be set out in or to be set up in used at the rate of 0.002% (20 occurrences per 1 million words). ... discussion of the main verb types is organized based on their prevalence in academic prose as identified in various analyses of academic English language corpora (Biber, 1988; Biber et al., 1999; Hyland,

Ngày tải lên: 24/10/2013, 09:15

... hardly surprising that many advanced L2 learners often have trouble using verb tenses and aspects appropriately in their academic writing Techniques for teaching L2 academic writers to get around the ... average commute increased 3.1 minutes from 22.4 minutes to 25.5 between 1990 and 2000 Among the 25 large cities, Seattle's average commute time ranked 15th in 2000, up slightly from 17th in 1990 Los ... fre-quent sentence-boundary errors found in L2 writing, usually referred to as run-on sentences (or comma splices) *The new advances in technology in the 20th century are amazing, we now have the

Ngày tải lên: 28/10/2013, 16:15

... somewhere to add to the list of your preferences in (Adapted from Leslie, 2000) Text 2 The human family relationship in the 20th century com-plex Society is composed of individuals pursue different ... studies (Hinkel, 2001c; Johns, 1997) One of the tasks teachers of writing face is trying to build up students' vo-cabulary to provide them with tools for survival in academic courses and writing tasks ... chapter 3, the teaching of sentence and phrase structure needs to co-occur with instruction on vocabulary and common academic collocations Using stock sentence stems in actual writing can become

Ngày tải lên: 28/10/2013, 16:15

... contextualized practice Those who have successfully attained L2 pro-ficiency sufficient for success in academic reading and writing in any L2 (particularly one without L1 cognates) are familiar with ... (Coxhead, 2000; Nation, 1990) The University Word List (Nation, 1990) and the Academic Word List (Coxhead, 1998; cited in Nation, 2001) include 800 words and 567 head words of word families in academic ... human, man, woman, stuff, thing, way) than similar prose of NS high school graduates (Hinkel, 2002a, 2003b). Over the past century, research on various large corpora of English words has identified

Ngày tải lên: 07/11/2013, 11:15

... tense, it is hardly ever used in academic writing, and L2 academic writers should be encouraged to employ modal verbs such as may, can, and could instead. In teaching it is helpful to present ... specified] As mentioned, progressive tenses rarely occur in academic prose, and the number of verbs that are useful in the teaching of L2 academic writing is ac-tually quite small Verbs That Tend to ... highly common types of errors in L2 academic writing Fortunately, it is rel-atively easy to teach students to avoid and correct them The uses of tenses in academic writing are highly conventional-ized,

Ngày tải lên: 14/12/2013, 14:15

... (Hacker, 2000, p 241) All these evaluations are undoubtedly true However, based on the corpus Trang 5anal-yses of academic prose, it appears that in real academic writing discourse, outside of the teaching ... verbs seldom occur in academic writing • A number of important academic verbs are not used in the progres-sive aspect, and these verbs need to be learned Thus, in academic writing, it may be best ... avoid using the passive voice in academic writing: 25% of all sentence predicate verbs are employed in the passive (Biber et al., 1999) However, analyses of L2 academic texts has shown that compared

Ngày tải lên: 14/12/2013, 14:15

... An important teaching objective is to demonstrate to L2 students that being a native speaker does not guarantee superb writing, and that the writing of native students, like L2 writing, also ... analyses of academic writing in English can be applied to L2 student writing? Why or why not? If the findings of corpus analyses cannot be useful in L2 classroom, what should the basis of ESL and ... Chicago Linguistic Society, 21, 1-12. Hinkel, E (1997) The past tense and temporal verb meanings in a contextual frame TESOL Quarterly, 31(2), 289-313. Hinkel, E (2002) Why English passive is difficult

Ngày tải lên: 14/12/2013, 14:15

... impart per-sonal and subjective tone to formal discourse In classroom teaching, the former can be combined with reporting verbs, and the latter should be Trang 3dis-couraged in L2 academic writing ... maintains Smith's (2002) findings point out The analysis of xxx suggests The investigation of xxx argues denies Trang 2(b) Advanced structures with object complementsSmith (2002) presents the opinion ... states 2 Reporting information in sentences with inanimate subjects (a) First or second/subsequent mentions of study results Smith's (2002) study shows that proposes emphasizes maintains Smith's (2002)

Ngày tải lên: 14/12/2013, 14:15

... words without parsing them into constituent parts in those cases when affixes appear to be particularly opaque (Adams, 2001; Schmitt, 2000) Numerous teaching materials are available for prefixes ... Nation, learning word parts "can help the learning of thousands of English words," with both high and low frequen-cies of use in academic vocabulary Trang 2Verb Prefixes and Academic Verbscon- ... additional learning burden (Nation, 2001) This is particularly true about the many words whose meaning does not represent the sum of its meaning parts (Schmitt, 2000) For example, does the de- in

Ngày tải lên: 14/12/2013, 14:15

... to important changes in the market place Version 2 (2) The experiment that resulted in a low identification of 20 recog-nizable smells required participants to note as many odors as they could ... on nouns and/or verbs—see Strategies for Teaching in chaps 5 and 8.) In Part 1, the adjectives need to be replaced to restate the authors' text In Part 2, please paraphrase the sentences whenever ... later in 2003. In 2003, the experiment was conducted and the book was published later. In 2003, the experiment was conducted and later the book was published The experiment was conducted in 2003,

Ngày tải lên: 14/12/2013, 14:15

... the academic writing of native speakers, but clauses of time and condition are worthwhile to address in instruction (Hinkel, 2002a, 2003a) Trang 9246 CHAPTER 10Prevalent Clauses in Formal Academic ... 75-90) Frankfurt am Main: Peter Lang Tribble, C (2002) Corpora and corpus analysis: new windows on academic writing. In J Flowerdew (Ed.), Academic discourse (pp 131-149) Harlow, UK: Longman. ... subordinate clauses of most types than those iden-tified in the academic writing of NSs first-year students (Hinkel, 2002a) For L2 writers, however, it is important to use complex sentences in

Ngày tải lên: 24/12/2013, 02:16

... addressed in teaching (Hinkel, 200la, 2003a, 2003b) A majority of L2 learners in English-speaking environments have far greater exposure to and experience with conversational than written academic ... necessary for L2 writers to use in academic writing to avoid having their writing appear too simple However, to benefit from the sophistication subordinate clauses add to the students' writing, students ... tenses in academic writing can be used to L2 writers' advantage because the range of tenses and aspects in written prose is far more limited than that in conversational discourse (or most ESL grammar

Ngày tải lên: 24/12/2013, 02:16

... Hamp-Lyons (Ed.), Assessing second language writing (pp 127-153) Norwood, NJ: Ablex. Hinkel, E (2003) Adverbial markers and tone in L1 and L2 students' writing.Jour-nal of Pragmatics, 35(7), 1049-1068. ... meaning (pp 175-220 ) Cambridge: Cambridge University Press. Ford, C (1993) Grammar in interaction Cambridge: Cambridge University Press. Hamp-Lyons, L (1991) Reconstructing academic writing proficiency ... acceptable in formal academic written English? • Many L2 writers dislike learning vocabulary—a common problem that can bother ESL teachers. • It goes without saying that learning to write academic essays

Ngày tải lên: 24/12/2013, 02:16

... features of L2 academic writ-ing, largely focusing on those that specifically require additional attention in L2 writing instruction In particular various studies have noted that in ac-ademic writing ... discourse flow and that for L2 learners constructing cohesive texts requires focused instruction and additional attention (Byrd & Reid, 1998; Carrell, 1982; Hinkel, 2001a, 2002a; Ostler, 1987; Reid, ... Because demonstrative pronouns are relatively easy to use, L2 writers frequently employ too many of them in their writing (Hinkel, 2001a, 2002a) In addition, in various languages such as Chinese,

Ngày tải lên: 24/12/2013, 02:16

... features of academic prose is that the use of sentence transitions does not necessarily make the L2 academic writing cohesive or the information flow easy to fol-low (Hinkel, 200la, 2002a) The folfol-lowing ... also because the ideas in L2 writing may occasionally seem so disjointed that every little bit can help. The major problem with sentence connectors in L2 academic writing is that, because these ... sentence transitions in writing instruc-tion for university-level students, the misuse and overuse of these co-hesive devices is not particularly surprising In fact in teaching L2 writing, an important

Ngày tải lên: 24/12/2013, 02:16

... composition writing, the line between the meanings of modals of pos-sibility, necessity, and prediction can be blurred (Raimes, 1992; Smoke, 1999) However, in general terms, in L2 academic writing ... hedges in conversational and informal registers, and in part for this reason they often find their way into L2 students' academic text (Hinkel, 2002a) This type of colloquial hedging has the goal of ... adjectives and adverbs commonly found in L2 writers' texts (Hinkel, 2002a). Conversational Exaggeratives and Emphatics (Unfortunately) Frequent in L2 Academic Text absolute(-ly) ever perfect(-ly)

Ngày tải lên: 24/12/2013, 02:16