英语教学法8.课件

PAGEUnit12TeachingWritingAimsoftheUnit-tounderstandthenatureofwritinginrealitytolearnacommunicativeapproachtowriting-tobeawareoftheproblemsinwritingtasksinexistingtextbookstounderstandtheprocessapproachtowritingWritingthroughe-mail12.1What,whyandhowdowewrite?Whatdowewrite?Writingisareal-lifereality.Whetheritisinsocial,workorstudysituations,wewritetogetthingsdoneandtoformandmaintainsocialrelationships.Inrealitythereisagreatvarietyofthingswewriteforexample,letters,journals,notes,instructions,posters,essays,reports,menus.Wefillinforms,answerquestionnairesandsimilartasks.Whydowewrite?Wewriteforvariousreasons,suchastoconveymessagesorjusttokeeparecordofwhatisinourmind.Reasonswhyweshouldgetstudentsinvolvedinwritinginaforeignlanguage:Writingcangiveavoicetoshystudentsaswritingcanserveasamediumthroughwhichlessconfidentstudentscancommunicatewiththeirteacher.Writingcanbelessthreateningforanxiousstudentsasitgivesthemtimetothinkabouttheirmeaningandpurpose(Morgan,2005).Writingcanalsoraiseawarenessofhowlanguageworks.Throughwriting,studentswillbecomemorefamiliarwiththelinguisticandsocialconventionsofwritinginEnglish.AcontrastbetweenwritinginELTclassroomandwritinginreality writinginELTclassroomwritinginrealityPurposeToconsolidatelanguagerecentlylearned(writingaslanguagelearning)ToconveymessageorforselfcreationWaytowriteStudentswriteaccordingtothetopicandrequirementsgivenbytheteacherinlimitedperiodoftime;thefocusisonthefinalproductwhiletheprocesswhichthestudentsgothroughwhiledothewritingtaskisvirtuallyignored.Wemayhavesomeideaslongbeforeweputthemonpaper.Andweoftenplan,draft,andrewrite.Thatis,wefocusonthewritingprocess.PrinciplesforteachingwritingChoosethepropermodelforteaching.Makethewritingtasksforrealcommunication.Focusontheprocessratherthantheproduct.Instructclearlyforeachstage.Integratewritingwithreading,listening,andspeaking.Payattentiontobothproductassessmentandprocessassessment.Basically,inteachingwritingtheteacherofEnglishneedstogiveequalweighttoclarityofexpression,preciseness,conciseness,frequency,accuracy,andtheabilitytoorganizeandsummarizeideas.12.2.AcommunicativeapproachtowritingMechanicalwritingactivitiesthataredoneintraditionalELTclassroomdonotbythemselvesmotivatestudents.Tomotivatestudents,itisnecessarytoengagetheminsomeactofcommunication.Thismeanswritingforaspecificrecipientorengaginginanactofcreativewritingwheretheirworkisintendedtobereadbyanintendedaudience.Inshort,studentscanbemotivatedbyauthenticwritingtasksthathavesomecommunicativeelements.Somewritingactivitiescanbebetween“writingforlearning”and“writingforcommunication”.12.3ProblemsinwritingtasksManywritingtasks,bothinexistingtextbooksandinclassroomteaching,failtohaveacommunicativeelementduetothefollowingdeficiencies:1.Theyaremainlyaccuracy-based.2.Theyaredesignedtopracticeacertaintargetstructures.3.Thereisinsufficientpreparationbeforethewritingstage.4.Thereisnosenseofaudienceorauthenticity.5.Studentsaregivenideastoexpressratherthaninvitedtoinventtheirown.6.Thereisnoopportunityforcreativewriting,particularlyforexpressingunusualororiginalideas.7.Manyofthemaretest-oriented.12.4AProcessApproachtoWriting1.Whatisprocessapproachtowriting?Theteacherprovidessomehelptoguidethestudentsthroughtheprocessthattheyundergowhentheyarewriting.Ofcoursethiskindofguidanceshouldbegraduallywithdrawnsothatthestudentsfinallybecomeindependentwriters.2.Whatarethefeaturesofprocesswriting?FeaturesoftheprocessapproachtowritingsummarizedbyBrown(1994:320-321):Focusontheprocessofwritingthatleadstothefinalwrittenproduct;Helpstudentswriterstounderstandtheirowncomposingprocess;Helpthemtobuildrepertoiresofstrategiesforprewriting,drafting,andrewriting;Givestudentstimetowriteandrewrite;Placecentralimportanceontheprocessofrevision;Letstudentsdiscoverwhattheywanttosayastheywrite;Givestudentsfeedbackthroughoutthecomposingprocess;(notjustonthefinalproduct)toconsiderastheyattempttobringtheirexpressioncloserandclosertointention;Encouragefeedbackbothfromtheinstructorandpeers;Includeindividualconferencesbetweenteacherandstudentduringtheprocessofcomposition.SuggestionsontheProcessApproachtoWritingBeforewriting,studentsworktogethertobrainstormtopicsandideas.Whilewriting,studentsshouldfinishitbythemselves.Afterwriting,therearealotofoptionsfortheteachertodecidewhattodonext,e.g.peerreading,discussion,rewriting.Theteachercouldprovidethestudentswithachecklisttoguidetheirpeerreadingandfeedback.Inotherwords,writingactivitiesshouldservetoencourageaprocessofbrainstorming,drafting,writing,feedback,revisingandediting,whichproceedsinacyclicalfashionresemblingthewritingprocessofarealwriter.Thesetypesofactivitiesshould‘encouragetheideathatlearningtowriteismoreimportantthancreatingafinalproduct;itisthelearningofaseriesskillsleadingtotheproduct.’(Sokolik,2003:96)Process-orientedApproachPre-writingDraftingRevisingSeconddraftTeacher’sfeedback1)TheProcessofWritingDraftingOrganizeExplorethenewideaEditCheckideaandorganizationCorrectingCorrectmistakes,suchasspelling,usage,punctuationPublishingShareitwithothersPre-writingactivitiesCollectmaterial,ChooseobjectandaudienceTheprocessapproachpaysattentiontopre-writing,while-writingandpost-writingactivities.CreatingamotivationtowriteBrainstormingMappingFreewritingOutliningDraftingEditingRevisingProofreadingConferencingCreatingamotivationtowritePurposeorreasontowriteInterestBrainstormingStudents’thoughtscanbeinspiredbyeachother’ssparklingpoints.Themoreimportantistogetthestudentstothinkfreelyandputdownallpossibleideasthatcometotheirmind.MappingMappingwillgivestudentstheopportunitytoselectfromthelisttheseusefulideastobeincludedintheirwritingandalsotoseehowtheseideascanbeputtogetherinacoherentandlogicalwaytopresentaconvincingargument.AspointedbyMorgan(2005),whenstudentsseetheirideasemergevisuallyonthepage,itcanstimulatemoreideas.FreewritingStudentsarerequiredtowriteanythingthatcomestotheirmindsasquicklyaspossiblewithoutcaringmuchaboutspellingandgrammar.Freewritingcanhelpstudentsdevelopfluencyinwriting.OutliningAnoutlineusuallyillustratesthemainorganisingstructureandthemostimportantpointsoftheessay.Mainideaofeachparagraph;Notesforsupportingdetails;Anintroductionandaconclusion.Itcanbechangedasthewriterhasbetterideas.DraftingAtthisstage,studentsshouldbegivenmoretimetowritethefirstdraftanddevelopingideasismoreimportantthangettinggrammaticalstructures,punctuationsorspellingcorrect.EditingEditingisthestagewhenstudentsreadthroughtheirwritingsandchecktheclarityofideasorthelogicaldevelopmentoftheirarguments.Self-editingandpeer-editing(what’sthebenefitinediting)Exchangeofideasbetweeneditorsandwritersandjustificationofideas.RevisingRevisingisthestagewhenteachersguidestudentstomakenecessaryimprovementsinbothorganizationandcontentsbasedeitherself-editingorpeerediting,eg.addingnewpointsordeletingirrelevantfacts,andcorrectingerrorsinspelling,punctuation,grammarorchoiceofwords.Revisingcantakeseveralrounds,sostudentsneedtobepreparedtowriteasecondorthirddraftbeforetheysubmitthefinaldraft.Proofreading(校对)ThefinalstageinwritingToreadthewritingformistakesingrammar,spelling,punctuation,orcapitalization.Independentproofreadingisencouraged.Teachersshouldlimittheirinvolvementinmakingcorrectionsforthestudents.Theydonotneedtopresentallthecorrectforms.Theycanunderlinethoseproblematicitemsandleavethemforthestudentstodothecorrectionthemselves.Inordertokeeptractofhowstudentsdoself-correction,aformcanbeusedsothatbothteachersandstudentscancheckfromtimetotimetoseeifthesamemistakes/errorsarerepeated.ConferencingConferenceherereferstoaprivatemeetingbetweentheteacherandeachindividualstudent.Itisveryimportanttotalkfacetofacewithstudentsabouttheirwriting,pointingouttheirstrengthandweakness.Forsmallclasses,ifpossible,conferencingwithindividualstudentcanbedoneonceortwiceduringasemesterand5-10minutesforastudent.Foranumberoflargeclassesateacherteaches,therecanbeaclassconferencefocusingonthemainproblemsandfeaturesofgoodwritings.Incommentingthestudents’writing,teachersshouldkeepinmindthatteachers’attitudecaninfluencestudents’confidenceandmotivationtowrite.Soduringtheteacher-studentconferencing,teachersneedtoencourageratherthancriticize,beconstructiveratherthandestructiveandtrytheirbesttoprotectstudents’self-esteem.Evenafterthemarksaregiven,teacherscanstillallowstudentstocontinueimprovingtheirwriting.Inotherwords,studentscanrevisetheirwritingagainiftheyarenotsatisfiedwiththegradeandanewgradecanbegivenifbetterimprovementismadewithinthetimeframegiventoencourageindividualstobemoreself-directedinlearning.2)ProcesswritingtasksNo.WritingTaskWritingProcessMethodology1Youaregoingtowriteacompositionentitled“TheadvantagesanddisadvantagesofwatchingTV”.Nowyouneedtomakenotesofthethingsyou’dliketodiscussabout.Pre-writingstage(brainstormingideas)PairworkTeacherguide2ThefollowingisalistofideasabouttheadvantagesanddisadvantagesofwatchingTV.Decideontheideasthatyourthinkingareusefulandremoveanythatyouthinkareoflittleuse.Pre-writingstage(organizingideas)Groupwork3Writeadraft/firstversionofthecompositionbasedontheideasthatyou’vedecidedtouse.Drafting/Composingstage(firstversion)Individualwork4Revisethefirstversionofyourwork.Youcanreorganizeyourworkbyshiftingemphasisorchangingtheorderofparagraphs.Revisingstage(secondversion)IndividualworkPeercorrection5Writethefinalversion.Youneedtocorrectanyerrorsingrammar,vocabulary,spelling,punctuation,andreferences.Editingstage(finalversion)IndividualworkPeercorrectionFromtheabovediscussion,wecanseethatwritingtaskscaninvolvealotoforaldiscussions.Thisisbecausewritingandspeakingarealwaysrelatedtoeachotherbecausebothareformsoflanguageproduction,andinreality,muchwritingisdonebasedonwhathasbeendiscussed,forexample,ingroupprojectwork.Andinteaching,wetrytoadvocateintegratedteachingoflanguageskills.12.5MotivatingstudentstowriteIswritinganinterestingskilltodevelop?Thewaytomotivatestudentstowriteisakeypointtothesuccessfulteachingofwriting.1)Makethetopicofwritingascloseaspossibletostudents’lifeGivingstudentsafewtopicssothattheycanchoosewhattheywanttowriteaboutcanbeawaytomeettheneedsandinterestsofdifferentlearners.2)LeavestudentsenoughroomforcreativityandimaginationStudentsliketouseextraordinaryideastowrite.3)PreparestudentswellbeforewritingSomepre-writingactivitiesarenecessary.4)EncouragecollaborativegroupwritingaswellasindividualwritingDesigninggroupwritingactivitiesonceinawhilecangreatlymotivatestudentstowrite.Itcanalsoprovideanopportunityfordifferentstudentstoexercisedifferenttalents.Inthiskindofwritingactivity,theycanhelpeachotherandlearnfromeachother.5)ProvideopportunitiesforstudentstosharetheirwritingsTeacherscanorganizeclasspresentationorgrouppresentationtoallowstudentstosharetheirwritings.Itcanprovideanotheropportunityforstudentstolearnfromeachother.6)ProvideconstructiveandpositivefeedbackGivingfeedbackisintegralpartofteachingwriting.Everystudentwantshis/herwritingtobereadseriouslybytheteacherortheirclassmates.Thefeedbackshouldincludeatleastthreeelements:1)positivecommentsonthegoodfeaturesofthepieceofwriting;2)areasforimprovement;3)yourpersonalopinionontheissuethewriterhasdiscussedinhis/herwriting.Feedbackforeachwritingshouldbepersonalandspecificsothatitcanhelpbuildupatrustbetweenteachersandstudents.Studentswillfeelmoremotivatedtowriteifhe/sherealizesthattheteachertakeshis/herwritingseriouslyanddiscusseswiththeminmeaningfulways.7)Treatstudents’errorsstrategicallyTeacher’sattitudetowardserrorsplaysakeyroleinmotivatingstudentstowrite.Asmakingmistakesisaninevitablepartofthelearningprocess,teachersshouldencouragestudentstotakeriskstousenewvocabularyandstructuresintheirwriting.Ifteachersoftenshownegativeattitudetowardserrors,studentswillnotdaretotakerisksbutuseonlyverysimplewordsandstructuresinordertoguaranteeaccuracy.Eventually,theymakenoobviousprogressintheirwritingskills.8)Givestudentsasenseofachievementfromtimetotime.Progressinwritingisusuallyaslowprocessanditisnoteasilyobservable.Andthiscaneasilydiscouragemanystudents.Therefore,enablingstudentstoexperienceasenseofachievementfromtimetotimeisquitecrucialinmotivatingstudentstocontinuewritingpractice.Organizingawritingconference,displayingworksinawritingexhibitionintheclassroomandpublishingaclasswritingnewsletterareallgoodwaystogivestudentsasenseofachievements.Thelimitationmaybethatwedonothaveenoughspacetoexhibitallthewritingsofallthestudents.Inthiscase,guidingstudentstocreatetheirownwritingportfolioisagoodwaytoencourageeverystudent.Eachportfoliocanbeauniquefileofwritingbecauseeachstudentcandecidewhattoputinhis/herportfolioandhowtodesignit.Aportfoliocandemonstratetheprogressmadeasoneexaminesthewholewritingprocessthroughfirstdraft,seconddrafttothefinalproductwithpeereditingcommentsandselfreflection.12.6UsingtheinternettopromoteprocesswritingTraditionalwayofwritingResearchindicates,ratherthanhandinginthe‘perfect’finalproduct,studentsaremorewillingtosubmitdraftsoneatatimetotheteacherandrevisetheirworkafterseekingcommentsoradvicefromtheteacher(Warschauer,1995).Indoingso,thetraditionalhand-in-and-returnmethodwillnotsuffice.E-mailprovidesaperfectmechanismforstudentstosubmitdraftsandforteacherstolookthemoverattheirconvenienceandsendthembackwithcomments---once,twiceorseveraltimes.Newideasaresharedpromptlyandcanberespondedtoquickly.Anotheradvantageisthattheteachercaneasilystoreallthedraftsofadocumentforlaterreviewandanalysisoftherevisionprocess.AllthesehelppromotetheapplicationoftheprocessapproachtowritinginELTclassroom.Thestudentscansendtheirworktoeachothertoexchangeandshareideas.Whenwritingthroughe-mails,studentshaveafeelingofreal-timewriting.Theyfeelthattheyarewritingforrealpurposesofexchangingideas.Besidese-mails,BloggingandBBSarealsoveryusefulwaysinteachingwriting.TheteachercansetupaclasswritingblogorBBSforwritingtasks.StudentscanpastetheirassignmentsontheblogorBBS.Inthisway,studentsinthesameclasscanreadandcommentoneachother’swritings.Itcanmotivatestudentstowriteandgivethemarealsenseofcommunicationthroughwriting.