TRA CỨU
  • Bài trích
  • Integrating reading and writing through extensive reading /
Tác giả CN Jeongyeon, Park.
Nhan đề Integrating reading and writing through extensive reading /Jeongyeon Park.
Thông tin xuất bản Oxford University Press, 2015.
Mô tả vật lý P. 287-295.
Tóm tắt This study explores whether an extensive reading (ER) approach can enhance L2 learners’ writing performance in an English for Academic Purposes context. Two classes were compared in terms of writing improvement after one semester: a ‘traditional’ writing class primarily focused on writing practice and grammar instruction, and an ER class in which students engaged in ER in and out of class, along with completing reading-related writing activities. Essay tests were administered at the beginning and the end of the semester to measure students’ writing improvement. The study found that although both classes demonstrated writing improvement after one semester, students who were exposed to more input through ER gained significantly higher holistic scores in their post-essay test. In addition, analytic evaluation found that the ER class improved more than the traditional class in the specific areas of content, organization, vocabulary, language use, and mechanics.
Thuật ngữ không kiểm soát Language use.
Thuật ngữ không kiểm soát English language.
Thuật ngữ không kiểm soát Essay.
Thuật ngữ không kiểm soát Vocabulary.
Thuật ngữ không kiểm soát Grammar.
Nguồn trích ELT journal- 2016, Vol.70, N.3.
Tệp tin điện tử
000 00000nab a2200000 a 4500
00147078
0022
00457735
005202007011058
008170224s2015 enk a 000 0 eng d
0091 0
022|a09510893
039|a20200701105808|bthuvt|y20170224155612|zhuongnt
0410 |aeng
044|aenk
1000 |aJeongyeon, Park.
24510|aIntegrating reading and writing through extensive reading /|cJeongyeon Park.
260|bOxford University Press,|c2015.
300|aP. 287-295.
520|aThis study explores whether an extensive reading (ER) approach can enhance L2 learners’ writing performance in an English for Academic Purposes context. Two classes were compared in terms of writing improvement after one semester: a ‘traditional’ writing class primarily focused on writing practice and grammar instruction, and an ER class in which students engaged in ER in and out of class, along with completing reading-related writing activities. Essay tests were administered at the beginning and the end of the semester to measure students’ writing improvement. The study found that although both classes demonstrated writing improvement after one semester, students who were exposed to more input through ER gained significantly higher holistic scores in their post-essay test. In addition, analytic evaluation found that the ER class improved more than the traditional class in the specific areas of content, organization, vocabulary, language use, and mechanics.
6530 |aLanguage use.
6530 |aEnglish language.
6530 |aEssay.
6530 |aVocabulary.
6530 |aGrammar.
773|tELT journal|g2016, Vol.70, N.3.
856|ahttps://doi.org/10.1093/elt/ccv049
890|a0|b0|c0|d0

Không có liên kết tài liệu số nào