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留学生のアカデミックライティングにおける授業とライティングセンターの連携に向けて : 留学生の「読まれること」に関する意識と介入による文章変化の検討

Toward Collaborations on International Students’ Academic Writing Between the Writing Class and the Writing Center: From the Analysis of Students’ Consciousness of “To be read” and Sentence Changes Due to Interventions by Teacher and Tutor

Japanese (日本語)

神戸大学留学生教育研究

8

1-24

神戸大学国際連携推進機構グローバル教育センター留学生教育部門

2024-03-31

The purpose of this paper is to explore how the intervention from teacher and tutor in writing center effect on the writing of international students and how difference of reader is reflected in it. We also considered how writing class and writing center should work together to take advantages of own strengths. There are three research questions: RQ1 how do learners think about having their writing read by others, RQ2 how did learners have meaning in having their writing read by teacher, peers, and tutors, RQ3 how did their writing change through the process of writing class and writing session in the writing center. Research materials include questionaries for students, task in the writing class （parts of short essay）, draft of short essay before using writing center, and final draft of short essay. Based on the results of analysis, we indicated that the basic knowledge and rules for academic writing can be taught in the classroom and careful feedback based on writer’s intention can be given at writing center. We also pointed out that it is possible to teach meaning of being read in classroom to students who do not see any meaning in having their writing read by others, and encourage them to use the writing center.

授業

紀要論文