Open AccessA Case Study on the Conceptualization and Teaching Practice of L2 Argumentative Writing Instruction
Author(s) -
Zhiying Chen
Publication year - 2020
Publication title -
english language teaching
Language(s) - English
Resource type - Journals
eISSN - 1916-4750
pISSN - 1916-4742
DOI - 10.5539/elt.v13n11p30
Subject(s) - argumentative , conceptualization , psychology , mathematics education , class (philosophy) , teaching method , task (project management) , language education , pedagogy , second language writing , comprehension , linguistics , computer science , second language , artificial intelligence , philosophy , management , economics
Argumentative writing is one of the main writing types in Second Language Writing (SLW) instruction, as it links with the assessment of language capacity in tests. It is a common course for students of tertiary education, but few instructors have a clear comprehension of it. With the goal of giving circumspect teaching implications, this study serves as an illustration for argumentative writing lecturers in higher education. In this study, semi-structured interview, classroom observation and collected written drafts are used as research tools to discover the conceptualization and teaching practice of two lecturers who are instructing English-major sophomores. The findings show that different teaching beliefs (human-oriented and task-oriented) lead to different teaching process in argumentative writing class. Besides, the assessment criteria and students’ response are revealed to understand the effects of those instructions accordingly.