The aim of this essay is to explore the effect of Mobile-assisted Language Learning(MALL) on ESL learners' writing skills,especially on self-editing.Furthermore,through these researches,we discuss the students'...The aim of this essay is to explore the effect of Mobile-assisted Language Learning(MALL) on ESL learners' writing skills,especially on self-editing.Furthermore,through these researches,we discuss the students' perceptions of personal mobile devices used for learning and how students use mobile devices to connect,communicate,and collaborate with other students as they create personalized mobile learning experiences.展开更多
This paper makes in-depth reflections on the writer＇s first year experience as an ESL writing teacher at a Chinese college. In this paper, the author reflects on four popular presumptions about ESL writing teaching h...This paper makes in-depth reflections on the writer＇s first year experience as an ESL writing teacher at a Chinese college. In this paper, the author reflects on four popular presumptions about ESL writing teaching he held at the outset of the course and the problems he encountered during the course, and critically points out fallacies and dangers rooted in the presumptions, arguing that without conscious understanding of them, inexperienced writing teachers could be trapped and end up in a failure of teaching. The author therefore highlights some new developments of ESL writing and their significance for the situation in China, and proposes an integrated approach for the green ESL teachers to create leaner-centered L2 writing ：classes in their own classroom practice.展开更多
Compared with well-established research on language learning strategies in second language acquisition, writing research is still inadequate in terms of studies on taxonomies of specific writing strategies. Therefore,...Compared with well-established research on language learning strategies in second language acquisition, writing research is still inadequate in terms of studies on taxonomies of specific writing strategies. Therefore, by reviewing and synthesizing empirical studies on writing strategies, this paper tries to map out the theoretical bases of previous taxonomies and to identify inherent methodological problems in past studies, so as to arrive at a better and fuller understanding of the nature and categories of writing strategies and to come up with feasible suggestions for classroom writing instructions.展开更多
The process movement is originally a reform effort in improving teaching composition to native English speaking students. It advocates an approach to composition teaching that emphasizes students' writing process ...The process movement is originally a reform effort in improving teaching composition to native English speaking students. It advocates an approach to composition teaching that emphasizes students' writing process rather than the product. Assuming that the ESL/EFL writing process is similar to that of the first language, early ESL process enthusiasts borrowed methods and techniques from the English composition class to be used in an ESL writing class that allow students ample time and freedom to write in the real sense. The process-oriented approach has also initiated a research effort in investigating the nature of ESL writing. Though still remaining the mainstream approach to ESL writing, the process approach does not provide solutions to all the issues in developing students' writing competence. However a systematic study of the process approach can throw light on our understanding of writing and help us seek a better and more balanced approach to teaching writing.展开更多
文摘The aim of this essay is to explore the effect of Mobile-assisted Language Learning(MALL) on ESL learners' writing skills,especially on self-editing.Furthermore,through these researches,we discuss the students' perceptions of personal mobile devices used for learning and how students use mobile devices to connect,communicate,and collaborate with other students as they create personalized mobile learning experiences.
文摘This paper makes in-depth reflections on the writer＇s first year experience as an ESL writing teacher at a Chinese college. In this paper, the author reflects on four popular presumptions about ESL writing teaching he held at the outset of the course and the problems he encountered during the course, and critically points out fallacies and dangers rooted in the presumptions, arguing that without conscious understanding of them, inexperienced writing teachers could be trapped and end up in a failure of teaching. The author therefore highlights some new developments of ESL writing and their significance for the situation in China, and proposes an integrated approach for the green ESL teachers to create leaner-centered L2 writing ：classes in their own classroom practice.
文摘Compared with well-established research on language learning strategies in second language acquisition, writing research is still inadequate in terms of studies on taxonomies of specific writing strategies. Therefore, by reviewing and synthesizing empirical studies on writing strategies, this paper tries to map out the theoretical bases of previous taxonomies and to identify inherent methodological problems in past studies, so as to arrive at a better and fuller understanding of the nature and categories of writing strategies and to come up with feasible suggestions for classroom writing instructions.
文摘The process movement is originally a reform effort in improving teaching composition to native English speaking students. It advocates an approach to composition teaching that emphasizes students' writing process rather than the product. Assuming that the ESL/EFL writing process is similar to that of the first language, early ESL process enthusiasts borrowed methods and techniques from the English composition class to be used in an ESL writing class that allow students ample time and freedom to write in the real sense. The process-oriented approach has also initiated a research effort in investigating the nature of ESL writing. Though still remaining the mainstream approach to ESL writing, the process approach does not provide solutions to all the issues in developing students' writing competence. However a systematic study of the process approach can throw light on our understanding of writing and help us seek a better and more balanced approach to teaching writing.
