Book contents
- Lessons from Good Language Teachers
- Lessons from Good Language Teachers
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface An Overview of Good Language Teachers
- Part I Macro Perspectives
- Part II Classroom Perspectives
- Part III Instructional Perspectives
- 15 Pragmatics and Good Language Teachers
- 16 Vocabulary and Good Language Teachers
- 17 Grammar and Good Language Teachers
- 18 Pronunciation and Good Language Teachers
- 19 Listening and Good Language Teachers
- 20 Speaking and Good Language Teachers
- 21 Reading and Good Language Teachers
- 22 Writing and Good Language Teachers
- Good Language Teachers: Past, Present, and Future Directions
- Epilogue Good Language Teachers – What Do They Do? What Do They Know?
- Index
- References
22 - Writing and Good Language Teachers
from Part III - Instructional Perspectives
Published online by Cambridge University Press: 22 April 2020
Book contents
- Lessons from Good Language Teachers
- Lessons from Good Language Teachers
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface An Overview of Good Language Teachers
- Part I Macro Perspectives
- Part II Classroom Perspectives
- Part III Instructional Perspectives
- 15 Pragmatics and Good Language Teachers
- 16 Vocabulary and Good Language Teachers
- 17 Grammar and Good Language Teachers
- 18 Pronunciation and Good Language Teachers
- 19 Listening and Good Language Teachers
- 20 Speaking and Good Language Teachers
- 21 Reading and Good Language Teachers
- 22 Writing and Good Language Teachers
- Good Language Teachers: Past, Present, and Future Directions
- Epilogue Good Language Teachers – What Do They Do? What Do They Know?
- Index
- References
Summary
In Chapter 22, the authors describe the beliefs and practices of writing teachers. They employed interviews to identify the principles and practices that teachers consider to be crucial features of good writing teachers.
- Type
- Chapter
- Information
- Lessons from Good Language Teachers , pp. 286 - 297Publisher: Cambridge University PressPrint publication year: 2020
References
Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.Google Scholar
Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy. London: Pearson Education.Google Scholar
Campion, G. C. (2016). “The learning never ends”: Exploring teachers’ views on the transition from General English to EAP. Journal of English for Academic Purposes, 23(1), 59–70.CrossRefGoogle Scholar
Ferris, D. (2012). Writing instruction. In Richards, J. C. & Burns, A. (Eds.), Cambridge guide to pedagogy and practice in second language teaching (pp. 226–235). Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Flowerdew, L. (2000). Using a genre-based framework to teach organizational structure in academic writing. ELT Journal, 54(4), 369–378.Google Scholar
Griffiths, C. (2016). Strategies for developing English language writing skills – overall and individual perspectives. Asian EFL Journal, 18(3), 85–103.Google Scholar
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.Google Scholar
Hyland, K. (2013). Writing in universities: Education, knowledge and reputation. Language Teaching, 46(1), 53–70.CrossRefGoogle Scholar
Johnson, K. E. (2009). Second language teacher education: A socio-cultural perspective. New York, NY: Routledge.CrossRefGoogle Scholar
Kellogg, R.T. (1996). A model of working memory in writing. In Levy, C. M. & Randsell, S. (Eds.), The science of writing: Theories, methods, individual differences and applications (pp. 57–72). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Lave, J., & Wenger, E. (1991). Situated learning legitimate peripheral participation. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35(3), 357–82.Google Scholar
Paltridge, B. (2001). Genre and the language learning classroom. Ann Arbor, MI: University of Michigan Press.CrossRefGoogle Scholar
Prabhu, N. S. (1990). There is no best method – why? TESOL Quarterly, 24(2), 161–176.CrossRefGoogle Scholar
Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly, 27(4), 657–677.CrossRefGoogle Scholar
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.Google Scholar
Tavakoli, P. (2015). Connecting research and practice in TESOL: A community of practice perspective. RELC Journal, 46(1), 37–52.Google Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Wenger-Trayner, E., & Wenger-Trayner, B. (2015) Communities of practice: A brief introduction. Retrieved from: https://wenger-trayner.com/wp-content/uploads/2015/04/07-Brief-introduction-to-communities-of-practice.pdf.Google Scholar