English Major Students’ Perceptions of Academic Writing: A Struggle between Writing to Learn and Learning to Write

Hasan Sağlamel, Mustafa Naci Kayaoğlu

Özet


English Major Students’ Perceptions of Academic Writing: A Struggle between Writing to Learn and Learning to Write

Abstract

Even though writing as a language skill takes a back seat especially with reference to the natural order hypothesis, appreciation of writing in academic settings propel learners to challenge the validity of this order. It is not surprising therefore that writing deserves a higher priority in academic settings due much to its immediate practical application in a variety of academic tasks such as examination questions, essays, research reports, dissertation thesis and so on. In line with this constant practice with writing, English majoring students are quite usually subject to production of texts in the academic essay genre and desire to position themselves in academic discourse community through following the desired academic conventions. However, a considerable number of students fail to achieve the desired proficiency; cultural variations intrude into the language classrooms and differences in meaning learners attach to the writing activities are evident, which makes it necessary to explore students’ perceptions from academic writing courses. To this end, questionnaires on students’ writing efficacy were distributed to the freshman students enrolled in Academic Writing class, and interviews were carried out to have a broader understanding of the expectations from the course. Data from the questionnaire were analyzed using the SPSS and content analysis was employed to analyze the interviews. 



Anahtar Kelimeler


Learner expectations, ESL writing, academic writing, English majoring students

Tam Metin:

PDF (English)

Referanslar


Antoniou, M. & Moriarty, J. (2008). What can academic writers learn from creative writers? Developing guidance and support for lecturers in Higher Education. Teaching in Higher Education, 13 (2), 157-167.

Cai, L. J. (2013). Students’ perceptions of academic writing: A needs analysis of EAP in China. Language Education in Asia, 4 (1), 5-22.

Cameron, J., Nairn, K. & Higgins, J. (2009). Demystifying academic writing: Reflections on emotions, know-how and academic identity. Journal of Geography in Higher Education, 33 (2), 269-284.

Can, G. & Walker, A. (2014). Social science doctoral students’ needs and preferences for written feedback. Higher Education, 68 (2), 303-318. DOI: 10.1007/s10734-014-9713-5.

Casanave, C. P. (2009). Training for writing or training for reality? Challenges facing EFL writing teachers and students in language teacher education programs. In R. M. Manchón (ed.), Writing in foreign language contexts. 256–277. Buffalo, NY: Multilingual Matters.

Chen, R. T. (2006). Understanding of and strategy for effective writing education for high school students. Educator’s Monthly, 473, 68-72.

Connor, U. (2008). Introduction. In U. Connor, E. Nagelhout, & W. V. Rozycki (Eds.), Contrastive rhetoric: Reaching to intercultural rhetoric (pp. 1-8). Philadelphia, PA: John Benjamins Publishing Company.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.

Enginarlar, H. (1990). A contrastive analysis of writing in Turkish and English of Turkish high school students. Unpublished Ph.D. dissertation. Turkey: Hacettepe University.

Ergür, D. & Saraçbaşı, T. (2009). Self-evaluation of the students of English linguistics on academic study skills. Education and Science, 34 (151), 17-29.

Gabrielatos, C. (2002). EFL writing: Product and process. ERIC, ED476839.

Hyland, K. (2011). Learning to write: Issues in theory, research and pedagogy. In R. M. Mancho´n (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 17–35). Amsterdam: John Benjamins.

Ismail, S. A. A. (2011). Exploring students’ perceptions of ESL writing. English Language Teaching, Canadian Center of Science and Education, 4 (2), 73-83.

Jahin, J. H. & Idrees, M.W. (2012). EFL major student teachers’ writing proficiency and attitudes towards learning English. Umm Al-Qura University Journal of Educational & Psychologic Sciences. 4 (1), 10-72.

Javid, C. Z. & Umer, M. (2014). Investigating English language needs: Medical undergraduates perspective in a Saudi context. Paper presented at the Global Summit on Education GSE 2014, Kuala Lumpur. Malaysia, Worldconferences.net.

Jordan, R. R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.

Kaplan, R. (1987). Cultural thought patterns revisited. In U. Connor and R. Kaplan (eds.), Writing across languages. Reading, MA: Addison- Wesley.

Kaplan, R. (1988). Contrastive rhetoric and second language learning: Notes toward a theory of contrastive rhetoric. In A. C. Purves (Ed.), Writing across languages and cultures: Issues in contrastive rhetoric (pp. 124-150). Newbury Park, CA: Sage.

Liu, D., Ahn, G-S., Baek K-S. & Han, N-O. (2004). South Korean high school English teachers’ code switching: Questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly, 38 (4), 605-638.

Majidi, M. (2005). Students’ perceptions of academic writing as a mode of communication. Paper presented at the Canadian Association for the Study of Language and Learning. Canada: Halifax.

Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: links to proficiency. The Modern Language Journal, 79 (3), 372-386.

Nation, P. & Macalister, J. (2010). Language curriculum design. London: Routledge.

Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37 (4), 589-613.

Ortega, L. (2009). Studying writing across EFL contexts: Looking back and moving forward. In R. M. Manchón (Ed.), Writing in foreign language contexts: Learning, teaching, and research

(pp. 232-255). Clevedon, UK: Multilingual Matters.

Özbay, A. Ş. & Kayaoğlu, M. N. (2008). What do tertiary level EFL writing teachers say but fail to do when providing feedback? In Pawlak, M. (Ed.), Investigating English language learning and teaching (253-267). Poznan: Adam Mickiewicz University.

Petrić, B. (2002). Students' attitudes towards writing and the development of academic writing skills. The Writing Center Journal, 22 (2), 9-27.

Rinnert, C. & Kobayashi, H. (2009). Situated writing practices in foreign language settings: The role of previous experience and instruction. In R. M. Manchón (Ed.), Writing in foreign language contexts: Learning, teaching, and research (pp. 23-48). Clevedon, UK: Multilingual Matters.

Schoonen, R., Snellings, P., Stevenson, M. & Van Gelderen, A. (2008). Towards a blueprint of the foreign language writer: The linguistic and cognitive demands of foreign language writing. In R. Manchon (Ed.), Learning, teaching, and researching writing in foreign language contexts. US: Multilingual Matters.

Schumann, J. H. (1978). The pidgination process: A model for second language acquisition. Rowley, MA: Newbury House.

Silva, T. (1990). Second language composition instruction: Developments, issues, and directions in ESL. In B. Kroll (ed.), Second language writing: Research insights for the classroom. Cambridge: Cambridge University Press.

Tahaineh, Y. S. (2010). Arab EFL university students’ errors in the use of prepositions. MJAL, 2 (1), 76-112.

Turgut, F. & Kayaoğlu, M. N. (2015). Using rubrics as an instructional tool in EFL writing courses. Journal of Language and Linguistic Studies, 11 (1), 47-58.

Uysal, H. H. (2012). Argumentation across L1 and L2 writing: Exploring cultural influences and transfer issues. VIAL-Vigo International Journal of Applied Linguistics, 9, 133-159.

van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Boston: Kluwer Academic Publishers.

White, M. J. & Bruning, R. (2005). Implicit writing beliefs and their relation to writing quality. Contemporary Educational Psychology, 30, 166–189.

Wu, W. S. (2006). A study of the views of EFL University English-major students and native English-speaking teachers towards conversation classes in Taiwan. Journal of National Formosa University, 95-104.

Xu, L. L. (2005). A genre-based approach to the writing of the introduction section of an ESL /EFL academic paper. Sino-US English Teaching, 2, 22-26.

Zamel, V. (1983). The composing processes of advanced ESL students: Six case studies. TESOL Quarterly, 17, 165–187.




DOI: http://dx.doi.org/10.7596/taksad.v4i3.477

Refback'ler

  • Şu halde refbacks yoktur.




Telif Hakkı (c) 2015 Tarih Kültür ve Sanat Araştırmaları Dergisi