Academic Writing in a Second Language New perspectives

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Academic Writing in a Second Language New perspectives in language teaching and learning 25/09/2020

Academic Writing in a Second Language New perspectives in language teaching and learning 25/09/2020 Kerry Tavakoli 0

“In the beginning is dialogue. ” (Roger Shuy, 1987, p. 891) “Talk is the

“In the beginning is dialogue. ” (Roger Shuy, 1987, p. 891) “Talk is the sea upon which all else floats. ” (James Britton, 1970) 25/09/2020 Kerry Tavakoli 1

What is academic writing? Discipline-specific writing that: • shows evidence of learning. • considers

What is academic writing? Discipline-specific writing that: • shows evidence of learning. • considers a subject in its different aspects, relations and implications. • reviews a subject with a sense of sceptical enquiry. • re-examines a subject in order to test and develop ideas or theories. 25/09/2020 Kerry Tavakoli 2

Features of Academic Writing accuracy complexity responsibility formality hedging precision structure objectivity 25/09/2020 Kerry

Features of Academic Writing accuracy complexity responsibility formality hedging precision structure objectivity 25/09/2020 Kerry Tavakoli 3

Linguistic features and other characteristics • Formal language and format – Vocabulary – Structures

Linguistic features and other characteristics • Formal language and format – Vocabulary – Structures – No slang or colloquial language – Impersonal style • Vocabulary characteristic of a specific field • The use of sources – Quotations – referencing claims 25/09/2020 Kerry Tavakoli 4

What is involved? Writing is all about communicating meaning to the reader. • Making

What is involved? Writing is all about communicating meaning to the reader. • Making choices – language is a pattern with slots to be filled – e. g. SVO • Making lexical choices – choosing the ‘right’ word • Constructing a logical argument • Cohesion and coherence 25/09/2020 Kerry Tavakoli 5

In the traditional classroom … • Grammar – tenses, questions, agreements • Vocabulary –

In the traditional classroom … • Grammar – tenses, questions, agreements • Vocabulary – lists of words, perhaps by topic 25/09/2020 Kerry Tavakoli 6

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Writing is a social activity It is not … • sitting alone trying to

Writing is a social activity It is not … • sitting alone trying to put words on paper • plucking ideas from nowhere • writing down ideas for nothing more than a grade 25/09/2020 Kerry Tavakoli 8

Interactionist/sociocultural theories • The most effective language lessons are those that are genuinely communicative,

Interactionist/sociocultural theories • The most effective language lessons are those that are genuinely communicative, meaningful, and relevant to learners. • Communicative language use involves people working together to exchange information, negotiate meaning, and accomplish tasks. • Classroom language learning is by nature a social enterprise. Thus, interaction is not just a precursor to, or a condition for, language learning—it is in itself a way of learning language (Ellis, 1999; Lantolf, 2000) 25/09/2020 Kerry Tavakoli 9

Thus … • Social interaction provides an ideal context for mastering complex cognitive skills

Thus … • Social interaction provides an ideal context for mastering complex cognitive skills like writing. • Academic writing involves knowledge and critical thinking, and the ability to use language to achieve this. • This is even more challenging in a second language. 25/09/2020 Kerry Tavakoli 10

Learning engagement • Learning engagement has been shown to have a positive effect on

Learning engagement • Learning engagement has been shown to have a positive effect on student learning outcomes as it fosters development of students’ skills in thinking, writing and learning autonomy. • SLA – Output Hypothesis advocates spontaneous speech production in real communication (Swain, 1995) – Interaction Hypothesis supports the view that negotiation of meaning leads to better comprehension and facilitates language acquisition (Gass, Mackey, & Pica, 1998). 25/09/2020 Kerry Tavakoli 11

Grammar and accuracy • Fluency is needed, to facilitate the flow of thought •

Grammar and accuracy • Fluency is needed, to facilitate the flow of thought • Accuracy is needed for meaningful communication • But exercises have limited value • How can we ensure students have easy access to correct forms? 25/09/2020 Kerry Tavakoli 12

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Kerry Tavakoli 15

Kerry Tavakoli 15

Cohesion, coherence and flow • To communicate effectively with the reader, writing must be

Cohesion, coherence and flow • To communicate effectively with the reader, writing must be cohesive at every level – sentence, paragraph, essay. • Flow allows the reader to follow the argument without interruption. • How can you fulfill these objectives if you rely on verb tables etc. ? • How can you develop automatic language skills that free you from tables? 25/09/2020 Kerry Tavakoli 16

Discuss the following questions: What choices do we make? Can we make our

Discuss the following questions: What choices do we make? Can we make our own choices? Is choice always a good thing? Do you ever choose ‘suboptimally’? Listen to Renata Senecl talking about “The Paradox of Choice”. https: //www. thersa. org/discover/videos/rsa-animate/2011/06/rsa-animate---choice What link does she make between capitalism and choice? How does she suggest anxiety is related to choice? What effect does choice have on social change? Do you agree? Evaluate Senecl’s position on the topic of choice. Read the first page of “The Paradox of Choice” by Barry Schwartz outlines how choice improves life quality. Summarise these points. Explain what he means by the expressive value of choice. In groups, read a section each and take notes on the negative aspects of choice. Read REGRET, MISSED OPPORTUNITIES, EFFECTS OF ADAPTATION, SOCIAL COMPARISON, HIGH EXPECTATIONS, and SELF-BLAME. Share this information, and compare it with what Senecl said. Individually, write a paragraph to address the following question: To what extent does choice enhance the quality of life? 25/09/2020 Kerry Tavakoli 17

Teacher – student, student – student dialogue Meaningful, interesting, engaging topic Writers develop a

Teacher – student, student – student dialogue Meaningful, interesting, engaging topic Writers develop a sense of audience Small groups – negotiate meaning brainstorming Recognise logical gaps, lack of cohesion Inventing, revision and coherence Introduce new genres, language use, marking criteria Consistent basis for planning writing classes Dialogue is a general approach to teaching 25/09/2020 Kerry Tavakoli 18

We internalize talk, and it becomes thought. We externalize talk, and it becomes our

We internalize talk, and it becomes thought. We externalize talk, and it becomes our link to social reality. We elaborate talk, and it becomes our bridge to literacy (Donald Rubin, 1988) 25/09/2020 Kerry Tavakoli 19

References Britton, J. (1970) Language and Learning University of Miami Oress Ellis, R. (1999)Learning

References Britton, J. (1970) Language and Learning University of Miami Oress Ellis, R. (1999)Learning a Second Language through Interaction Amsterdam, John Benjamins Gass, Mackey, & Pica (1998) The Role of Input and Interaction MLJ 82: 3 Lantolf, (2000) Sociocultural Theory and Second Language Learning Rubin, D. (1988) The Social construction of written communication Shuy, R, 1987 Dialogue as the Heart of Learning Swain, M. (1995) Three Functions of Output in Second Language Learning 25/09/2020 Kerry Tavakoli 20

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