Structuring Scientific Discourse: Using the "Given-New" Perspective  

Oleh:

Nwogu, Kevin Ngozi

Jenis: Article from Bulletin/Magazine
Dalam koleksi: ENGLISH TEACHING FORUM (http://exchanges.state.gov/englishteaching/forum/archives.html) vol. 33 no. 4 (1995), page 1-11.
Topik: Given-New; ESL Classrooms
Fulltext: Structuring Scientific Discourse Using the Given-New Perspective.pdf (333.66KB)

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: EE34.7 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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For a long time the teaching of writing in most ESL classrooms was characterized by an undue emphasis on the acquisition of mechanical skills like grammar, spelling, and punctuation. This practice persisted because teachers believed that ESL learners needed to master the mechanics of language before they could write meaningful prose. Development of writing competence was retarded because little attention was being given to schemata, semantic organization, thematic structure, or cohesion. However, in recent times, innovations from communicative language teaching-especially in ESP contexts-have shifted the focus away from materials that were essentially a vehicle for presenting structure to those which demand use of "real life" language.

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