Writing in the Content Areas

Benjamin, Amy

doi:10.4324/9781315854786

Cited by 9 publications

(13 citation statements)

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“…Raising awareness of prospective EFL teachers regarding the complicated nature of the writing process, writing strategies, and deeper thinking is necessary. Since writing is a combination of cognitive skills, metacognitive skills, and the ability to organize, analyze, and evaluate (Almaden, 2006;Benjamin, 2005;Canady, 2008;Sharples, 2003) it is essential for language teaching programs and professionals to make language teachers more understanding about the nature of writing so that they can help the future generation of learners to be aware of these processes rather than just performing. Learners need to be sensitive to the writing process requirements, and they need to be flexible.…”

Section: Educational Implicationsmentioning

confidence: 99%

A Study of Metaphor for Writing Skill in EFL Contexts

Öztürk¹

2022

ELT

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To communicate effectively in any language, one needs to be competent in using four language skills; that is, reading, listening, reading, and writing- and accordingly the integrative skills instruction has come into prominence in L2 teaching. EFL teachers’ beliefs, ideas, perceptions, attitudes are known to have a significant impact on their profession. Termed as “teacher cognition” by Borg (2003), the mentioned beliefs or perceptions are not directly observable. In this study, it is argued that teachers’ perceptions about four language skills as a part of their teacher cognition will give insight to their instruction. This is a qualitative study which aims at finding out the prospective EFL teachers’ perceptions about writing skill through metaphors. The participants included the undergraduate students studying English as a foreign language at two universities, Istanbul and Amasya. The data were analyzed with the content analysis technique. The findings revealed that prospective EFL teachers had various views regarding the nature of writing. These perceptions, either positive or negative, will influence their future practices; thus, it is essential that the awareness of prospective EFL teachers should be sharpened to help learners to understand the complicated nature of writing and proceed in writing. 

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Section: Educational Implicationsmentioning

confidence: 99%

A Study of Metaphor for Writing Skill in EFL Contexts

Öztürk¹

2022

ELT

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“…Bu beceri üzerinde yetkinleşmek ve istenilen şekilde düşünceleri yazılı olarak ifade edebilmek için sıklıkla yazı yazılması gerekir. Yazma becerisinin gelişimi için bu beceriye oldukça uzun zaman ayrılmalı ve öğrencilerin gelişimleri düzenli olarak kontrol edilerek onlara geri dönüşler yapılmalıdır (Benjamin, 2005;Carter, 2010). Ancak bu araştırma kapsamında görüşleri alınan öğretmenler, yazma için uzun zaman harcamadıklarını ve öğrencilerin yazma gelişimlerine yönelik olarak onlarla bireysel olarak çalışmadıklarını ifade etmişlerdir.…”

Section: Tartişma Sonuç Ve öNerđlerunclassified

Sinif Öğretmenleri̇ni̇n Yazma Güçlüğüne İli̇şki̇n Görüşleri̇

Erdoğan¹,

Gülay²,

Uzuner³

2017

Elektronik Sosyal Bilimler Dergisi

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ÖzBu araştırmanın amacı, sınıf öğretmenlerinin yazma güçlüğüne ilişkin görüşlerini belirlemektir. Araştırmanın çalışma grubunu Trabzon ili merkez ilkokullarda görev yapan ve amaçlı örnekleme yöntemlerinden kolay ulaşılabilir durum örneklemesi yoluyla seçilen 25 sınıf öğretmeni oluşturmaktadır. Araştırma betimsel nitelik taşımaktadır. Araştırmada elde edilen verilerin toplanması, analizi ve yorumlanmasında nitel araştırma yöntemi kullanılmıştır. Bu kapsamda araştırmaya katılan sınıf öğretmenleri ile yarı yapılandırılmış görüşmeler yapılmıştır. Yarı yapılandırılmış görüşmelerde öğretmenlere yazma güçlükleri ile ilgili toplam 6 soru sorulmuştur. Öğretmenlerle yapılan yarı yapılandırılmış görüşmelerden elde edilen veriler betimsel analiz tekniği ile incelenmiştir. Araştırmada elde edilen bulgular, öğretmenlerin yazma güçlüğünün tanımı ve içeriği hakkında yeterli bilgiye sahip olmadıklarını ortaya koymaktadır. Yazma güçlüğünü eksik bir şekilde tanımlayan öğretmenlerin, bu güçlüğü gidermeye yönelik sınırlı çeşitlilikte önerilerde bulunduğu belirlenmiştir. Ayrıca yazma güçlüğünün nedenlerinin daha çok öğretmenden kaynaklandığını düşündükleri ve bu güçlüklerle mücadele etmede kendilerine yeteri kadar güvenmedikleri sonucuna ulaşılmıştır. Araştırma sonunda yazma güçlüğü ve yazma güçlüğünün giderilmesine yönelik bazı önerilerde bulunulmuştur.Anahtar Kelimeler: Yazma güçlüğü, sınıf öğretmeni, yazma becerisi AbstractThe purpose of this research is to determine the views of the classroom teachers about the writing difficulty. The study group of the research is composed of 25 classroom teachers working in the primary schools of Trabzon province and selected through sampling of easily accessible cases from purposeful sampling methods. The research has descriptive quality. Qualitative research method was used in the collection, analysis and interpretation of the data obtained in the research. In this context, semi-structured interviews were held with class teachers who participated in the research. In semi-structured interviews, six questions were asked about teachers' difficulties in writing. The data obtained from semi-structured interviews with teachers were analyzed by descriptive analysis technique. Findings in the research show that teachers do not have qualified knowledge about the definition and content of writing difficulty. It has been determined that teachers who define writing difficulty in an incomplete way have a limited range of suggestions to overcome this difficulty. It is also the result of the fact that the causes of writing difficulty are more likely to originate from the teacher, and that they are not as trustworthy as themselves to struggle these difficulties. At the end of the research, some suggestions have been proposed to solve the writing difficulty and the writing difficulty.

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“…Writing is the process of organizing the emotions, thoughts and information that are structured in the mind and putting them on paper or another platform with symbols that form a meaningful structure (Zorbaz, 2010). Writing is a complex process that requires coordination of many cognitive skills such as planning, gathering, editing, and reviewing which can be learned through application and structured feedback, and that provides high-level thinking (Benjamin, 2005;Canady, 2008;Evans, 2001;García & Fidalgo, 2008). Writing has cognitive, affective, and psychomotor dimensions (Karatay, 2013;Rosenblum, Weiss, & Parush, 2003;Rubin & Handerson, 1982;Tseng & Chow, 2000;Yılmaz, 2012).…”

Section: Introductionmentioning

confidence: 99%

Examination of classroom writing practices in the context of process-based approach to teaching writing

Türkben¹

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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This research was conducted to evaluate the efforts made by Turkish teachers on developing written expression in their classrooms by considering the basic principles of the process-based writing approach and to determine whether the students' written expressions meet the basic principles of the process-based writing approach. In this respect, the method of the research was determined as a case study, a qualitative research design, and the study group consisted of 24 Turkish teachers teaching 5th, 6th, 7th and 8th grades and 24 students enrolled in these classrooms. Maximum variation sampling, a purposeful sampling method, was used to form the study group. A semi-structured interview form was used with 24 selected teachers, and the practices of these teachers and the reactions of the students in these classes were observed. A content analysis was completed in analyzing the data obtained from the observation and interview forms. In addition, the texts written by the students participating in the study were analyzed using the planned writing and evaluation scale. According to the findings obtained from the research, it was determined that in-class written expression activities were not carried out in line with the process-oriented writing approach and that the written expression products of the students did not meet the processbased writing criteria.

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Writing in the Content Areas

Cited by 9 publications

References 0 publications

A Study of Metaphor for Writing Skill in EFL Contexts

A Study of Metaphor for Writing Skill in EFL Contexts

Sinif Öğretmenleri̇ni̇n Yazma Güçlüğüne İli̇şki̇n Görüşleri̇

Examination of classroom writing practices in the context of process-based approach to teaching writing

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