Collaborative Learning in the ESL Writing Classroom

• 영문명: Collaborative Learning in the ESL Writing Classroom
• 발행기관: 한국외국어교육학회
• 저자명: Guiboke Seong
• 간행물 정보: 『Foreign Languages Education』Vol.13 No.1, 143~167쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2006.02.01

영문 초록

This paper aims to examine theoretical foundations of and empirical evidence for collaborative ESL writing pedagogy and suggest it as an alternative model to traditional approaches in writing instruction. The history of research on collaborative tasks in teaching writing is relatively short and it received explicit attention in the mid 1980s (Doheny-Farina, 1986; Odell, 1985). The need for research in collaborative writing in ESL/EFL classroom is justifiable from philosophical, psycholinguistic, pedagogic, and psychological points of view. A brief history, types, and essential elements of collaborative ESL writing instruction are presented. In an attempt to investigate how these rationales and elements are realized in actual pedagogic processes, a case study was conducted based on an observation of a collaborative task-based ESL writing class at a US university. Classes for a full thematic unit, consisting of eight hours, were observed. A variety of carefully designed collaborative activities implemented in the ESL writing class illustrated clear benefits of collaborative writing pedagogy. Pedagogical implications for writing classes in EFL contexts are also discussed.

목차

Abstract

Ⅰ. Introduction

Ⅱ. Rationales for Collaborative Learning

Ⅲ. Collaborative Writing

Ⅳ. Classroom Observation

Ⅴ. Discussion and Pedagogical Implications

Ⅵ. Conclusion

References

Appendix

저자소개