Teacher-led collaborative modelling in academic L2 writing courses

• Rosemary Wette ^[1]
  1. [1] University of Auckland

     University of Auckland

     Nueva Zelanda

     
• Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 69, Nº 1, 2015, págs. 71-80
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Teacher-led collaborative modelling is a type of scaffolded instruction in which the teacher and learners compose and edit an academic text in a process that involves negotiation and shared responsibility. This study examined observed episodes of collaborative modelling of summaries, paraphrases, and other text types in pre-university and university academic writing courses. In interview statements, teachers pointed out a number of benefits of this instructional strategy. They included the opportunities it provided for them to support and respond immediately to learners’ contributions, and the feedback it gave them about learners’ current levels of ability and confidence. Despite the heavy cognitive demands it makes on teacher and learners, teacher-led collaborative modelling appears to be a useful instructional strategy that supports learning processes by focusing simultaneously on process and product components of academic writing.