How ESL Teachers and Peers Evaluate and Respond to Student Writing  

Oleh:

Devenney, Raymond

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: RELC Journal (sebagian Full Text) vol. 20 no. 1 (Jun. 1989), page 77-90.
Topik: How ESL Teachers
Fulltext: RELC 1989,VOL.20,NO.1 hal 77-90.pdf (646.69KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/REL/20 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

The expansion in the 1980’s of learner-centered approaches to English as a Second Language writing instruction (Taylor, 1981; McKay, 1981), the view of writing as an act of creating meaning (Zamel, 1982, 1983), and the use of communicative activities in second language (L2) writing classes (Raimes, 1978, 1983; Lasser-Rico, 1983) have led to two significant developments in ESL writing instruction. The first of these is a critique of the teacher as examiner (Langer and Applebee, 1984; Chaudron, 1986); and the second is the growth of the peer group as an audience for ESL student writers (Brinton, 1983; Cohen, 1983a; Cramer, 1984).

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