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Yıl 2020, Cilt: 6 Sayı: 1, 1 - 21, 27.03.2020
https://doi.org/10.32601/ejal.710178

Öz

Kaynakça

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  • Akyel, A. (1994). First language use in EFL writing: Planning in Turkish vs. planning in English. International Journal of Applied Linguistics, 4(2), 169-196. https://doi.org/10.1111/j.1473-4192.1994.tb00062.x
  • Alexander, R. (2008). Culture, dialogue and learning: notes on an emerging pedagogy. In N. Mercer & S. Hodgkinson (Eds.), Exploring talk in school: Inspired by the work of Douglas Barnes (pp. 91-114). London: SAGE Publications.
  • Alexander, R. (2013). Essays on pedagogy. New York: Routledge.
  • Alexander, R. J. (2006). Towards dialogic teaching: Rethinking classroom talk. Cambridge: Dialogos.
  • Altınyelken, K. H. (2011). Student- centred pedagogy in Turkey: Conceptualisations, interpretations and practices. Journal of Education Policy, 26(2), 137-160. https://doi.org/10.1080/02680939.2010.504886
  • Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247. https://doi.org/10.1093/elt/41.4.241
  • Auman, M. E. (1999). Step up to writing. Longmont, CO: Sopris West Publishing.
  • Bakhtin, M. M. (1984). Problems of Dostoevsky’s poetics (Vol. 8). Minneapolis, MN: University of Minnesota.
  • Beare, S. (2000). Differences in content generating and planning process of adult L1 and L2 proficient writers (Unpublished doctoral dissertation). University of Ottawa, Ottawa, Ontario.
  • Becker, C. (1991). Quality and quantity of writing German in early acquisition: A case for associative activities in foreign language courses. (Unpublished doctoral dissertation). Louisiana State University, Baton Rouge.
  • Bereiter, C., & Scardamalia, M. (1987). An attainable version of high literacy: Approaches to teaching higher-order skills in reading and writing. Curriculum Inquiry, 17(1), 9-30. https://doi.org/10.2307/1179375
  • Bruen, J., & Kelly, N. (2017). Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom. The Language Learning Journal, 45(3), 368-381. https://doi.org/10.1080/09571736.2014.908405
  • Burbules, N. C. (1993). Dialogue in teaching: Theory and practice. New York: Teachers College Press.
  • Burns, C., & Myhill, D. (2004). Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34(1), 35-49. https://doi.org/10.1080/0305764042000183115
  • Byrd, R. D. (2011). Putting the writing process into action in the L2 classroom: Pre-writing techniques that work. The Journal of Language Teaching and Learning, 1(1), 64-77.
  • Byrnes, H., & Manchón, R. M. (2014). Insights from and for L2 writing: An introduction. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 1-23). Amsterdam, Netherlands: John Benjamins.
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  • Carrell, P.L., & Eisterhold, J.C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(1), 553-573. https://doi.org/10.2307/3586613
  • Choi, J., Tatar, B., & Kim, J. (2014). Dialogic interactions in the English-mediated classroom: A case study of a social science class for engineering students in Korea. Asian Social Science, 10(16), 123-130. https://doi.org/10.5539/ass.v10n16p123
  • Cohen, A. D., & Brooks-Carson, A. (2001). Research on direct versus translated writing: Students’ strategies and their results. The Modern Language Journal, 85(2), 169-188. https://doi.org/10.1111/0026-7902.00103
  • Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402-423. https://doi.org/10.3138/cmlr.57.3.402
  • Cumming, A. (1987, April). Decision Making and Text Representation in ESL Writing Performance. Paper presented at the 2lst Annual TESOL Convention, Miami Beach, Florida, USA.
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  • Cumming, A. (1990). Metalinguistic and ideational thinking in second language composing. Written Communication, 7(1), 482-511. https://doi.org/10.1177/0741088390007004003
  • De la Colina, A. A., & Mayo, M. D. P. G. (2009). Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool. IRAL-International Review of Applied Linguistics in Language Teaching, 47(3-4), 325-345.
  • Edelsky, C. (1982). Writing in a bilingual program: The relation of L1 and L2 texts. TESOL Quarterly, 16(2), 211-228. https://doi.org/10.2307/3586793
  • Freeman, D., & Freeman, Y. (2001). Between worlds: Access to second language acquisition. 2nd ed. Portsmouth, NH: Heinemann.
  • Friedlander, A. (1990). Composing in English: Effects of a first language on writing in English as a second language. In B. Kroll. (Ed.), Second language writing: Research insights for the classroom (pp. 109-125). Cambridge: Cambridge University Press.
  • Galton, M. J. (2007). Learning and teaching in the primary classroom. London: Sage.
  • Ghavamnia, M., Tavakoli, M., & Esteki, M. (2013). The effect of pre-task and online planning conditions on complexity, accuracy, and fluency on EFL learners’ written production. Porta Linguarum, 20(1), 31-43.
  • Gillies, R. M. (2016). Dialogic interactions in the cooperative classroom. International Journal of Educational Research, 76(1), 178-189. https://doi.org/10.1016/j.ijer.2015.02.009
  • Gillies, R. M. (2015).Teacher dialogue that supports collaborative learning in the classroom. In L. B.
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  • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
  • Gregory, M. (2007). A framework for facilitating classroom dialogue. Teaching Philosophy, 30(1), 59–84. https://doi.org/10.5840/teachphil200730141
  • Hajhosseiny, M. (2012). The Effect of dialogic teaching on students’ critical thinking disposition, Procedia - Social and Behavioral Sciences, 69(1), 1358-1368. https://doi.org/10.1016/j.sbspro.2012.12.073
  • Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30(1), 31-44. https://doi.org/10.1016/j.jslw.2015.08.002
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The effects of L1 use and dialogic instruction on EFL writing

Yıl 2020, Cilt: 6 Sayı: 1, 1 - 21, 27.03.2020
https://doi.org/10.32601/ejal.710178

Öz

This paper investigates the effects of three different types of prewriting instruction on Turkish students’ L2 writing production capabilities. This mixed method study was carried out with 45 Turkish EFL students enrolled at a state university. Students were allocated into three groups randomly. In the control group the prewriting phase was carried out with monologic instruction in L2, while in one of the experimental groups, it was done with dialogic instruction in L2 and in the second experimental group, dialogic instruction was conducted in L1. Data were collected by means of pre-and post-writing tasks of the students and semi-structured interviews, and analyzed with Kruskal-Wallis and Mann Whitney tests and through pattern coding, respectively. The statistical results indicated that the group who used their L1 during pre-writing stage with the help of dialogic instruction had higher mean scores than the group who was instructed monologically and the group who was instructed through dialogic instruction in L2.

Kaynakça

  • Abdel Latif, M. M. (2007). The factors accounting for the Egyptian EFL university students’ negative writing affect. Essex Graduate Student Papers in Language and Linguistics, 9(1), 57-82.
  • Akyel, A. (1994). First language use in EFL writing: Planning in Turkish vs. planning in English. International Journal of Applied Linguistics, 4(2), 169-196. https://doi.org/10.1111/j.1473-4192.1994.tb00062.x
  • Alexander, R. (2008). Culture, dialogue and learning: notes on an emerging pedagogy. In N. Mercer & S. Hodgkinson (Eds.), Exploring talk in school: Inspired by the work of Douglas Barnes (pp. 91-114). London: SAGE Publications.
  • Alexander, R. (2013). Essays on pedagogy. New York: Routledge.
  • Alexander, R. J. (2006). Towards dialogic teaching: Rethinking classroom talk. Cambridge: Dialogos.
  • Altınyelken, K. H. (2011). Student- centred pedagogy in Turkey: Conceptualisations, interpretations and practices. Journal of Education Policy, 26(2), 137-160. https://doi.org/10.1080/02680939.2010.504886
  • Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247. https://doi.org/10.1093/elt/41.4.241
  • Auman, M. E. (1999). Step up to writing. Longmont, CO: Sopris West Publishing.
  • Bakhtin, M. M. (1984). Problems of Dostoevsky’s poetics (Vol. 8). Minneapolis, MN: University of Minnesota.
  • Beare, S. (2000). Differences in content generating and planning process of adult L1 and L2 proficient writers (Unpublished doctoral dissertation). University of Ottawa, Ottawa, Ontario.
  • Becker, C. (1991). Quality and quantity of writing German in early acquisition: A case for associative activities in foreign language courses. (Unpublished doctoral dissertation). Louisiana State University, Baton Rouge.
  • Bereiter, C., & Scardamalia, M. (1987). An attainable version of high literacy: Approaches to teaching higher-order skills in reading and writing. Curriculum Inquiry, 17(1), 9-30. https://doi.org/10.2307/1179375
  • Bruen, J., & Kelly, N. (2017). Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom. The Language Learning Journal, 45(3), 368-381. https://doi.org/10.1080/09571736.2014.908405
  • Burbules, N. C. (1993). Dialogue in teaching: Theory and practice. New York: Teachers College Press.
  • Burns, C., & Myhill, D. (2004). Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34(1), 35-49. https://doi.org/10.1080/0305764042000183115
  • Byrd, R. D. (2011). Putting the writing process into action in the L2 classroom: Pre-writing techniques that work. The Journal of Language Teaching and Learning, 1(1), 64-77.
  • Byrnes, H., & Manchón, R. M. (2014). Insights from and for L2 writing: An introduction. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning: Insights from and for L2 writing (pp. 1-23). Amsterdam, Netherlands: John Benjamins.
  • Caccamise, D. J. (1987). Idea generation in writing. In A. Matsuhashi (Ed.), Writing in real time: Modeling production processes (pp. 224–253). Norwood, NJ: Ablex.
  • Carrell, P.L., & Eisterhold, J.C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(1), 553-573. https://doi.org/10.2307/3586613
  • Choi, J., Tatar, B., & Kim, J. (2014). Dialogic interactions in the English-mediated classroom: A case study of a social science class for engineering students in Korea. Asian Social Science, 10(16), 123-130. https://doi.org/10.5539/ass.v10n16p123
  • Cohen, A. D., & Brooks-Carson, A. (2001). Research on direct versus translated writing: Students’ strategies and their results. The Modern Language Journal, 85(2), 169-188. https://doi.org/10.1111/0026-7902.00103
  • Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402-423. https://doi.org/10.3138/cmlr.57.3.402
  • Cumming, A. (1987, April). Decision Making and Text Representation in ESL Writing Performance. Paper presented at the 2lst Annual TESOL Convention, Miami Beach, Florida, USA.
  • Cumming, A. (1989). Writing expertise and second language proficiency. Language Learning, 39(1), 81-135. https://doi.org/10.1111/j.1467-1770.1989.tb00592.x
  • Cumming, A. (1990). Metalinguistic and ideational thinking in second language composing. Written Communication, 7(1), 482-511. https://doi.org/10.1177/0741088390007004003
  • De la Colina, A. A., & Mayo, M. D. P. G. (2009). Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool. IRAL-International Review of Applied Linguistics in Language Teaching, 47(3-4), 325-345.
  • Edelsky, C. (1982). Writing in a bilingual program: The relation of L1 and L2 texts. TESOL Quarterly, 16(2), 211-228. https://doi.org/10.2307/3586793
  • Freeman, D., & Freeman, Y. (2001). Between worlds: Access to second language acquisition. 2nd ed. Portsmouth, NH: Heinemann.
  • Friedlander, A. (1990). Composing in English: Effects of a first language on writing in English as a second language. In B. Kroll. (Ed.), Second language writing: Research insights for the classroom (pp. 109-125). Cambridge: Cambridge University Press.
  • Galton, M. J. (2007). Learning and teaching in the primary classroom. London: Sage.
  • Ghavamnia, M., Tavakoli, M., & Esteki, M. (2013). The effect of pre-task and online planning conditions on complexity, accuracy, and fluency on EFL learners’ written production. Porta Linguarum, 20(1), 31-43.
  • Gillies, R. M. (2016). Dialogic interactions in the cooperative classroom. International Journal of Educational Research, 76(1), 178-189. https://doi.org/10.1016/j.ijer.2015.02.009
  • Gillies, R. M. (2015).Teacher dialogue that supports collaborative learning in the classroom. In L. B.
  • Resnick, C. S. C. Asterhan & S. N. Clarke (Eds.), Socializing intelligence through academic talk and dialogue (pp. 335-345). Washington DC, United States: American Educational Research Association.
  • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
  • Gregory, M. (2007). A framework for facilitating classroom dialogue. Teaching Philosophy, 30(1), 59–84. https://doi.org/10.5840/teachphil200730141
  • Hajhosseiny, M. (2012). The Effect of dialogic teaching on students’ critical thinking disposition, Procedia - Social and Behavioral Sciences, 69(1), 1358-1368. https://doi.org/10.1016/j.sbspro.2012.12.073
  • Han, Y., & Hyland, F. (2015). Exploring learner engagement with written corrective in a Chinese tertiary EFL classroom. Journal of Second Language Writing, 30(1), 31-44. https://doi.org/10.1016/j.jslw.2015.08.002
  • Hatipoğlu-Kavanoz, S. (2006). An exploratory study of English language teachers’ beliefs, assumptions, and knowledge about learner-centeredness. TOJET, 5(2), 3-9.
  • Hornung, A. (2000). Method awareness and the teaching of writing. In G. Bäuer (Ed.), Writing Across Languages (pp. 131‐140). Stamford, CT: Ablex Publishing Corporation.
  • Hyland, K. (2003). Second language writing. New York, Cambridge University Press.
  • Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(1), 83–101. https://doi.org/10.1017/S0261444806003399
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  • Whalen, K., & Menard, N. (1995). L1 and L2 writers’ strategic and linguistic knowledge: A model of multiple-level discourse processing. Language Learning, 45(3), 381-418. https://doi.org/10.1111/j.1467-1770.1995.tb00447.x
  • Williams, J. D. (2005). Preparing to teach writing: Research, theory, and practice (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.
  • Woodall, B. R. (2002). Language-switching: Using the first language while writing in a second language. Journal of Second Language Writing, 11(1), 7-28. http://dx.doi.org/10.1016/S1060-3743(01)00051-0
  • Zwiers, J., & Crawford, M. (2011). Academic conversations: Classroom talk that fosters critical thinking and content understandings. Portland, Me.: Stenhouse.
Toplam 101 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Articles
Yazarlar

Ayfer Tanış Bu kişi benim

Feyza Harman Şensoy Bu kişi benim

Derin Atay Bu kişi benim

Yayımlanma Tarihi 27 Mart 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 6 Sayı: 1

Kaynak Göster

APA Tanış, A., Harman Şensoy, F., & Atay, D. (2020). The effects of L1 use and dialogic instruction on EFL writing. Eurasian Journal of Applied Linguistics, 6(1), 1-21. https://doi.org/10.32601/ejal.710178