Att stötta skrivande genom explicit textarbete: Skrivrespons för vuxna andraspråksinlärare inom grundläggande vuxenutbildning

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Att stötta skrivande genom explicit textarbete: Skrivrespons för vuxna andraspråksinlärare inom grundläggande vuxenutbildning

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Publication 2-year master student thesis
Title Att stötta skrivande genom explicit textarbete: Skrivrespons för vuxna andraspråksinlärare inom grundläggande vuxenutbildning
Author Sandgaard-Ekdahl, Hanna
Date 2020
English abstract
This study examines how adult second language learners in the context of a writing pedagogical intervention give and receive feedback and how they talk about argumentative texts. The study highlights students' work with peer response and the questions that can arise when students need to relate to instructions, model texts, and feedback that can provide inconsistent information about the text's desired design. The design of this study has taken inspiration from genre theory and formative assessment, emphasizing the role of an explicit writing pedagogy. The results show the importance of teacher guided practice and teaching metafunctional linguistic resources in order to improve students´ writing. Furthermore the results indicate the role of function in writing instruction. Second language writers, as well as any student concerned with writing, need to understand how different linguistic choices affect the content and the readers´ perception of the text.
Publisher Malmö universitet/Lärande och samhälle
Language swe (iso)
Subject adults
education
feedback
genre theory
language
metafunctions
pedagogy
peer response
second language writing
teaching and learning cycle
writing instruction
Handle http://hdl.handle.net/2043/32057 Permalink to this page
Link to publication in DiVA Find this research publication in DiVA.
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