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有时我喜欢安静,有时我喜欢热闹。 有时我喜欢加入人群,有时我喜欢远离他们,独自呆着。 冬天我渴望阳光,夏天我盼望下雪。 春去秋来,不变的是我的学术信仰、志向和兴趣。一直思考着:什么是语用?为什么要研究语用?怎样研究语用?研究语用需要具备哪些素质?谁在研究语用?语用研究的走势如何?存在哪些问题?等等。 我深信“宁静”方可“致远”的道理,努力走向这种境界。 求学、求真的路上,深深领悟到过程决定结果,过程大于结果,远远大于结果。

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facilitating L2 writers' interpretation of source texts   

2016-04-24 05:06:22|  分类: 默认分类 |  标签: |举报 |字号 订阅

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Facilitating L2 Writers' Interpretation of Source Texts > READ MORE Student success in higher education often involves the effective integration of source texts into students' writing (Horowitz, 1986); therefore, advanced second language (L2) students are particularly well served by effective reading-to-write instruction. Teaching L2 students to write from sources is challenging because of several issues, including limited practice with reading-to-write tasks and limited knowledge about the organizational structure (at many levels) of the texts they are reading and those they are expected to write (Ferris, 2009; Grabe & Zhang, 2013). In this pedagogical article the researchers present key reading-to-write instructional interventions that have been refined over eight semesters of university-level L2 writing instruction. The interventions promote reading-to-write development by moving from comprehension of source materials to a focus on students' capacities to interpret (i.e., summarize and paraphrase) source texts (Spivey, 1990). To provide an overview of the interventions, the authors first describe the curricular sequencing. Next, three lessons targeting specific focal skills are presented to provide instructors with readily adaptable activities and materials. Finally, general tips for successful summary and paraphrasing instruction are discussed. Appendices include samples of assignments and student work.
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