Issues Concerning the Teaching of Academic English : II. Humanities and Social Sciences
作成者 Horne, Beverley
日本十進分類法 (NDC) 370
内容 Much of the debate on language acquistion seems to concern the issue of acquisition of intermediate level spoken language. Yet, there is a level of language, particularly in the written form, which goes beyond this, that cannot be acquired only by exposure to the language. A higher level of English is often required in academic discourse communities. We can define this academic English as genre and register. I shall argue that it is better to empower students by giving them the necessary skills for membership of the academic discourse community. This involves being able to communicate academic ideas in the written form. Research into the academic writing of Japanese college level students shows that they are inexperienced and unskilled in the conventions of academic writing. The main reasons given for this are the focus on sentence level translation and discrete grammar items. The above is one reason generally given for Japanese students' weakness in English writing. Another is that rhetorical patterns are so different that students have problems adjusting to the expected rheftorical style, and thirdly, though less strongly supported, is the view that cultural factors make it difficult for them to find content for their writing. These areas will be investigated and it will be argued that it is necessary for students to be taught these things and that the nature of feedback is very important. Finally a brief case study of one particular group of students shows more concretely what students' weaknesses are and how feedback can be used effectively to motivate students to improve their work. I shall argue for the need to construct writing courses based on students' needs.
コンテンツの種類 紀要論文 Departmental Bulletin Paper
掲載誌情報 千葉大学教育学部研究紀要 Vol.53 page.269-277 (20050228)
情報源 Bulletin of the Faculty of Education, Chiba University
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