東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Writing strategies: Perceptions, exp...

Ou, Yu-Ching Annie.

FindBook

Google Book

Amazon

博客來

Writing strategies: Perceptions, experience, and use in undergraduate and graduate ESL students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Writing strategies: Perceptions, experience, and use in undergraduate and graduate ESL students./
作者:	Ou, Yu-Ching Annie.
面頁冊數:	128 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
Contained By:	Dissertation Abstracts International75-04A(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3605044
ISBN:	9781303610738

Writing strategies: Perceptions, experience, and use in undergraduate and graduate ESL students.
Ou, Yu-Ching Annie.

Writing strategies: Perceptions, experience, and use in undergraduate and graduate ESL students. - 128 p.

Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.

Thesis (Ph.D.)--Purdue University, 2013.

ESL students in the US face a number of demanding writing tasks but often take very few writing courses. As a result, students cope with these assignments on their own by choosing their own writing strategies. The majority of past ESL writing strategies research has taken a qualitative approach using a small number of participants, however such qualitative approaches have their limitations due to their controlled and experimental nature. The purpose of this study is to use a quantitative approach to identify the writing strategies that ESL writers are applying to their assignments when on their own and what factors may influence their perception and use. Data were collected from 157 ESL students studying in undergraduate and graduate degree programs in the US. The students completed an online survey containing demographic information, their general writing experiences and beliefs, their writing habits, their use, perception, and experience with specific writing strategies, and optional open-ended questions about writing strategies. An inventory was developed using 32 writing strategies from past qualitative studies. Taking a quantitative approach, results indicated that students in different degree levels show a significant difference in their use and perception of a number of writing strategies. Lists of strategies were produced to show the most frequently used strategies, the most-well-perceived strategies, and the most commonly taught strategies. Relationships and mismatches between use, perception, and experience are discussed. In addition, data is provided on students' writing behaviors and beliefs about writing. The results of this study have both methodological and pedagogical implications.

ISBN: 9781303610738Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Writing strategies: Perceptions, experience, and use in undergraduate and graduate ESL students.
LDR:02629nam a2200289 4500 001 1962703
005 20140819094532.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303610738
035 $a (MiAaPQ)AAI3605044
035 $a AAI3605044
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ou, Yu-Ching Annie. $3 2098805
245 1 0 $a Writing strategies: Perceptions, experience, and use in undergraduate and graduate ESL students.
300 $a 128 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
500 $a Adviser: Tony Silva.
502 $a Thesis (Ph.D.)--Purdue University, 2013.
520 $a ESL students in the US face a number of demanding writing tasks but often take very few writing courses. As a result, students cope with these assignments on their own by choosing their own writing strategies. The majority of past ESL writing strategies research has taken a qualitative approach using a small number of participants, however such qualitative approaches have their limitations due to their controlled and experimental nature. The purpose of this study is to use a quantitative approach to identify the writing strategies that ESL writers are applying to their assignments when on their own and what factors may influence their perception and use. Data were collected from 157 ESL students studying in undergraduate and graduate degree programs in the US. The students completed an online survey containing demographic information, their general writing experiences and beliefs, their writing habits, their use, perception, and experience with specific writing strategies, and optional open-ended questions about writing strategies. An inventory was developed using 32 writing strategies from past qualitative studies. Taking a quantitative approach, results indicated that students in different degree levels show a significant difference in their use and perception of a number of writing strategies. Lists of strategies were produced to show the most frequently used strategies, the most-well-perceived strategies, and the most commonly taught strategies. Relationships and mismatches between use, perception, and experience are discussed. In addition, data is provided on students' writing behaviors and beliefs about writing. The results of this study have both methodological and pedagogical implications.
590 $a School code: 0183.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, General. $3 1019158
650 4 $a Education, Foreign Language. $3 1064562
690 $a 0441
690 $a 0515
690 $a 0444
710 2 $a Purdue University. $b English. $3 1026432
773 0 $t Dissertation Abstracts International $g 75-04A(E).
790 $a 0183
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3605044