Teaching Paraphrasing in Second Language Classrooms

Abstract

The article enlightens some ways of developing paraphrasing skills in the ELS classroom. The factors limiting students’ abilities, such as insufficient background knowledge and vocabulary, which can also affect the process of learning, are indicated. Effective summary writing requires critical thinking skills. So, the goal of tasks is mainly focused on constructing a common conceptual framework based on the analysis of passages and synthesis of information obtained from them. Inquiry based-learning (IBL) can be applied as a strategy that encourages independent thinking when writing resumes in the classroom. To master paraphrase skills, special attention should be paid to vocabulary, e.g. morphology as well as grammar and syntax since students face definite difficulties with writing tests. One of possible ways of solving this problem is to teach students to recognize and use link words and word-markers, as well as to know how phrase and subordinate sentences function. What’s more, it is essential for teachers to emphasize the rules of word formation and ways of interpreting idioms. Particular attention is paid to the necessity of developing speaking skills. In this article some exercises that illustrate the problems of paraphrasing are given to show how students can manipulate a text to paraphrase short passages from it.

The Effect of Paraphrasing on Efl Students' Writing at Indonesian Higher Education

“…This feature expresses the author's ideas, which were prepared in advance to communicate facts through writing. A writer needs to be familiar with choosing a structure, language, paraphrasing, and vocabulary before beginning the writing process (Lutai & Besarab, 2020;Usman, 2015). This indicates that writing is a competence that requires the utilization of all skills.…”

“…Unfortunately, it is undeniable that many students in higher education encounter difficulties in writing (Hasanah & Fatimah, 2020;Kalikokha, Strauss, & Smedley, 2009;Na & Mai, 2017). For instance, inadequate background knowledge and vocabulary, which can also affect the learning process, limit students' writing abilities (Lutai & Besarab, 2020;Muslih, 2021). Consequently, the evidence shows that some students conducted plagiarism (Olivia-Dumitrina, Casanovas, & Capdevila, 2019;Roig, 1999;Sari & Amri, 2020).…”