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Identifying the needs of efl learners of academic
1. Identifying the Needs of EFL Learners of Academic Writing: Help From Contrastive Rhetoric. Authors: Glenn Deckert (Eastern Michigan University, USA) Irene Kuzminykh (Ion Creanga State pedagogical University, Moldova) Published in: TESL Reporter, vol. 41 (I). April 2008
2. Tendency to apply L1 writing habits when writing in English Contrastive Rhetoric – the study of “text construction across languages and cultures” Kaplan&Grabe, 2002
5. Research Question How might the writing patterns ofstudents from former USSR differ from the academic writing that prevails among native English speakers in Anglo-American setting?
6. Research Methodology Spontaneously generated texts would represent established norms of writing in the respective cultural and school setting
8. Writing task: 40 min Some students think that the most important thing in a foreign language course is to get a good grade, but others think that the advantage in learning a foreign language are more important than a good grade. Write a composition to give your viewpoint on this. Suppose you are writing your composition for students who are going to take your present foreign language class next semester. Imagine they are the people who will read your composition. <…>
15. Let’s Sum Up Longer, more complex sentences Shorter, less complex sentences Length of compositions Less underdeveloped paragraphs More underdeveloped paragraphs Proportion of 3rd person orientation Favor transition words as a device of coherence Favor 3rd person pronouns as a device of coherence
16. Important Variables English writers slightly older; English writers had taken or were taking a course in English composition
17. Results – Pedagogical suggestions Compare texts in 2L for cultural differences organization in writing; Well developed paragraph is more than 2 sentences – a unit of thought; Impress the importance of TS – practice! Raise awareness about transition words.
