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

The Writing Strategies and Literacy ...

Malkoff, Qian Zhang.

FindBook

Google Book

Amazon

博客來

The Writing Strategies and Literacy Sponsors of Successful Chinese Adolescent English Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Writing Strategies and Literacy Sponsors of Successful Chinese Adolescent English Learners./
作者:	Malkoff, Qian Zhang.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	200 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10814031
ISBN:	9780438004702

The Writing Strategies and Literacy Sponsors of Successful Chinese Adolescent English Learners.
Malkoff, Qian Zhang.

The Writing Strategies and Literacy Sponsors of Successful Chinese Adolescent English Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 200 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--New York University, 2018.

Although most teenage immigrants who came to the U.S. have experienced difficulties in attaining native English writing proficiency due to both economic and academic disadvantages, some have consistently been doing well in school. This paper documents their writing experiences by using Think Aloud Protocols and identifying L1 and L2 literacy sponsors who have assisted in attaining writing proficiency. While most emergent bilingual students in urban settings have suffered from lower scores on state standardized tests than native American peers (Menken, 2008; NYCDOE 2016), the group of high school Chinese adolescents in this study demonstrate high degrees of motivation, a proactive attitude in seeking help from literacy sponsors and keen use of effective writing strategies.

ISBN: 9780438004702Subjects--Topical Terms:

516579
Education.

The Writing Strategies and Literacy Sponsors of Successful Chinese Adolescent English Learners.
LDR:03414nmm a2200325 4500 001 2162042
005 20181002081329.5
008 190424s2018 ||||||||||||||||| ||eng d
020 $a 9780438004702
035 $a (MiAaPQ)AAI10814031
035 $a (MiAaPQ)steinhardt.nyu:10581
035 $a AAI10814031
040 $a MiAaPQ $c MiAaPQ
100 1 $a Malkoff, Qian Zhang. $3 3350015
245 1 4 $a The Writing Strategies and Literacy Sponsors of Successful Chinese Adolescent English Learners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 200 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Sarah W. Beck.
502 $a Thesis (Ph.D.)--New York University, 2018.
520 $a Although most teenage immigrants who came to the U.S. have experienced difficulties in attaining native English writing proficiency due to both economic and academic disadvantages, some have consistently been doing well in school. This paper documents their writing experiences by using Think Aloud Protocols and identifying L1 and L2 literacy sponsors who have assisted in attaining writing proficiency. While most emergent bilingual students in urban settings have suffered from lower scores on state standardized tests than native American peers (Menken, 2008; NYCDOE 2016), the group of high school Chinese adolescents in this study demonstrate high degrees of motivation, a proactive attitude in seeking help from literacy sponsors and keen use of effective writing strategies.
520 $a The data collection involved background interviews with focus on their literacy sponsors, their individual Think Aloud Protocol (TAP) sessions while completing English or social studies writing assignments and a 20-30 minutes post-TAP interview to clarify questions regarding TAP sessions. Their TAP transcripts were coded with Van Weijen, Bergh, Rijlaarsdam & Sanders' coding system (2009) of writing techniques to identify writing strategies employed in each essay. Their literacy sponsors were also categorized according to types of general educational support, literacy practices and formal or informal sponsors in reading and writing. In particular, the researcher first attempts to recognize the types of literacy sponsors, as defined by Deborah Brandt (1998, p. 166--167). They include all types of sponsors such as family members, teachers, friends, classes, programs and web resources. The extent to which these emergent bilingual students have been assisted is also explored to reveal how sponsors helped to improve their writing proficiency. Next, the metalinguistic knowledge possessed by these students is discussed to uncover what these student writers already know when they sit down to write their essays. The conclusion is that the dual language approach to language learning or writing should be advocated to take advantage of L1 writing proficiency. Additionally, results from data analysis of TAP transcripts believe that: (1) prewriting or planning proves to be the most important part of the writing process; (2) prior metalinguistic knowledge points to the necessity to promote L1 writing proficiency.
590 $a School code: 0146.
650 4 $a Education. $3 516579
650 4 $a English as a second language. $3 516208
650 4 $a Secondary education. $3 2122779
690 $a 0515
690 $a 0441
690 $a 0533
710 2 $a New York University. $b Teaching and Learning. $3 1678711
773 0 $t Dissertation Abstracts International $g 79-10A(E).
790 $a 0146
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10814031