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摘要
摘要
The first volume of the serial is dedicated to writing, merely for the reason that writing can still be considered in language education to be a skill to which little attention is paid, where as discourses on listening, reading, and especially speaking experienced major advances over the last two decades. With the intention to question this rather international tendency from as many as possible different perspectives, this book unifies articles from Switzerland and Italy, Denmark, Germany, and the US, dealing with French, Italian, German, and English as foreign or second languages in all levels of instruction. The aim of this first volume is mainly to encourage the understanding of an expanded function of writing in the field of language education, in theoretical terms and within the framework of classroom practice. Writing is understood here not only as a tool for recording knowledge but also as a means of developing it. Writing seen as such reaches beyond the realm of a foreign language, connecting the learner's expertise of his/her native language and culture with the ones to be studied. When we acknowledge language as a social phenomenon, the potential uses of writing for learning across the curriculum are revealed.
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Some general themes emerge from these 13 eclectic essays: that writing should be taught early in the L2 curriculum; that writing is fundamentally a communicative and learning medium, not merely a set of grammatical building blocks; that writing pedagogy should offer assignments of differing lengths, aims, and degrees of formality. The primacy of personally relevant writing as more motivational and effective long term than externally assigned tasks with rigid content, grammatical, and structural requirements is unanimously accepted, as are such collaborative processes as "workshopping" and other forms of peer interaction. Particularly helpful is the second essay, which offers a historical overview of Bruner's cognitive/process approach versus the British "expressive" model; other contributors offer interesting lessons and commentaries on fiction in L2 classrooms, excellent guides to the use of "dialogue journals," and assessments of experiments with computer use (including its logistical difficulties). Most contributors strongly support various kinds of "free writing" and "process/portfolio writing" as liberating, motivational, and effective. The collection maintains a good balance between theory and the concrete details of workable classroom activities and is recommended for students of writing and education at the upper-level undergraduate level and above. J. Gregg CUNY, New York City Technical College
目录
| Introduction |
| Part I History and Theories Writing and Foreign Language Pedagogy |
| Theories and Implications Torild Homstad and Helga Thorson Product, Process, and the Writer Within |
| History of a Paradigm Shift Gerd Brauer |
| Part II People Creative Writing With Young Immigrants, Rose Schrader Dialogue Journals in the Adult ESL Classroom Karen Sanders Automatic Writing in the Preparation of Immigrants for Work Markus Schrader, III Spaces |
| On the Interface of Writing and Speech Bob Weissberg Internet Writing and Language Learning Inge Blatt Using Computers to Teach Writing in the FL-Classroom Terri Nelson, IVYR Modes of Learning Zen and the Art of Writing Ralf Saborrosch Method Awareness and the Teaching of Writing Antonie Hornung Quantity vs |
| Quality? Using Extensive and Intensive Writing in the FL Classroom Torild Homstad and Helga Thorson The use of Workshops and Seminars in the ESL Classroom Lisbet Pals Svendsen Portfolio Learning, Gerd Brauer Afterword Expanding the Function of Writing in Foreign and Second Language Education |