CÍMLAP
Horváth József
Advanced writing in English as a foreign language
CONTENTS, INTRODUCTION
Contents
Chapter 1 ISSUES IN WRITING PEDAGOGY. A REVIEW OF THE LITERATURE
Introduction
1.1 SLA research and writing theory
1.2 On the approach dichotomy. Process vs. product
1.3 Writing pedagogy: From theory to practice
1.4 Revision: Shaping text by writer and reader
1.5 Responding to writing
1.6 Concluding remarks
Chapter 2 ISSUES IN CORPUS LINGUISTICS. A REVIEW OF THE LITERATURE
Introduction
2.1 Rationale for corpus linguistics
2.2 Corpora: History and typology
2.3 Current issues in design and technology
2.4 Data-driven learning: CALL with classroom concordancing
2.5 Learner corpora: Issues and implications
2.6 Concluding remarks
Chapter 3 WRITING PEDAGOGY AT THE ENGLISH DEPARTMENT: PRODUCING PROCESSES
Introduction
3.1 Data and participants
3.2 Pedagogical concerns and writing in the JPU ED curriculum
3.3 Syllabus development
3.4 Future directions
Chapter 4 THE JPU CORPUS: PROCESSING PRODUCT
4.1 The development of the corpus
4.2 The JPU Corpus
4.3 Analysis of the corpus
4.4 Pedagogical exploitation of the corpus
4.5 Future directions
CONCLUSION
Introduction
This book is concerned with the description and analysis of advanced
writing in EFL. It provides a curricular and syllabus development focus
as it takes account of writing pedagogy processes at Janus Pannonius
University (University of Pécs since 2000). The course content of
undergraduate and postgraduate English-major students was studied. Using
authentic records, the study attempts to cover a wide spectrum of issues
related to EFL students' writing skills in a variety of text types. The
description and analysis of over 300 students' scripts, in the JPU Corpus,
is presented to address the aspect of processing products.
This is a cross-disciplinary undertaking: it is informed by writing
pedagogy via classroom observations made over the years of Writing and
Research Skills courses. It is also motivated by current empirical interest
in exploiting machine-readable collections of written and spoken texts for
language description, lexicography, discourse analysis and corpus-based
language education techniques such as data-driven learning. The fundamental
question it attempts to explore and answer is how the description of
scripts written by advanced Hungarian university students of EFL can
contribute to an understanding of writing processes and products.