First Language Composition Padagogy in the Second Language Classroom: A Reassessment  

Oleh:

Rob, Thomas ; Shortreed, Ian ; Ross, Steven

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: RELC Journal (sebagian Full Text) vol. 19 no. 1 (Jun. 1988), page 29-48.
Topik: A Reassessment
Fulltext: RELC 1988,VOL.19,NO.1 hal 29.pdf (810.99KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/REL/19 Non-tandon: tidak ada Tandon: 1

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Isi artikel

Much of current L2 writing theory has been extrapolated from L 1 literature on native speaker writing processes (Zamel 1982, 1983; Raimes 1985). This has led to an influx of Ll instructional practices into L2 classrooms which remain largely untested on non-native populations. As a relatively new applied field, the teaching of composition to non-natives has been largely dependent upon the pedagogical practices modelled on research findings and practical experiences of first language composition teachers. The paucity of field testing of first language composition teaching techniques in the second language context, however, has led to widespread belief that whatever works for native speakers must be equally effective for non-native writers. Three such practices which are widely used in L2 classrooms are sentence combining and journal writing, and more recently, composition reformulation techniques. The present study reports a study of the relative effectiveness of these three composition strategies in a second language context.

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