Exploring Teachers" Beliefs and Knowledge about English Writing and Their Writing Instruction in ESL Context

• 영문명: Exploring Teachers" Beliefs and Knowledge about English Writing and Their Writing Instruction in ESL Context
• 발행기관: 한국영어어문교육학회
• 저자명: Tae-Eun Kim
• 간행물 정보: 『영어어문교육』영어어문교육 제13권 제4호, 87~108쪽, 전체 22쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2007.12.30

영문 초록

  Given that various classroom contextual factors influence the nature of writing instructional practices, it would be worthwhile to explore these factors to generate better environment for learning to write. Among many factors, this study examined teachers" beliefs and knowledge, which would operate as a very influential contextual factor in that changes in principles and methods of teaching writing would be the results of their underlying beliefs and knowledge related to teaching writing. Three professional teachers who teach second- and third-grade English language learners (ELLs) were interviewed, and the analysis of teacher interviews was conducted. The research findings indicated that basically all of the teachers perceived the role of writing in second language learning as very important, sharing the belief that the ultimate goal of teaching writing is to have their students gain fluency in writing and that some of instructional methods such as integration of writing and other language aspects, content-based writing, and providing scaffolding are important. In addition, some beliefs that two ESL teachers shared included the importance of ample and continuous opportunities to write, vocabulary knowledge, and explicit instruction about writing. Other beliefs, including the importance of creating a comfortable writing environment and opportunities for writing for varied purposes and genres were represented.

목차

Ⅰ. INTRODUCTION
Ⅱ. LITERATURE REVIEW
Ⅲ. RESEARCH METHODOLOGY
Ⅳ. RESULTS
Ⅴ. DISCUSSION
Ⅵ. CONCLUSION
REFERENCES
APPENDIX

키워드

teacher" s beliefs teaching writing