Teaching writing through texts in literature and through two subskills : sentence combining and vocabulary
It is understood that reading literature texts and writing essays are interrelated and multidimensional. This study investigates the teaching of writing focusing on two subskills: sentence-combining and vocabulary within the context of study-reading texts in literature. The study was carried out by the teacher-researcher in Beirut, Lebanon at the Lebanese American University (LAU). The research method comprised a threefold approach: a Counterbalancing Experiment including an experimental and control group that used two contrasting approaches to teaching writing in the classroom an Attitudinal Questionnaire, to take into account the learners attitude and to control bias and Transcript Analyses of 5 class sessions, to analyze the discourse of the teacher/learner interaction. The Quantitative and Qualitative Analyses of transcribed sessions included a focus on various classroom activities: vocabulary analysis, vocabulary revision, vocabulary correction, sentence-combining and reading comprehension. Multivariate Analysis of Covariance (MANCOVA) and T-tests among others were used to analyse the data of the Experiment. The results of the Quantitative Experiment reveal significant differences of both experimental
Al-Akl Khoury, Loulou
Teaching writing through texts in literature and through two subskills : sentence combining and vocabulary. It is understood that reading literature texts and writing essays are interrelated and multidimensional. This study investigates the teaching of writing focusing on two subskills: sentence-combining and vocabulary within the context of study-reading texts in literature. The study was carried out by the teacher-researcher in Beirut, Lebanon at the Lebanese American University (LAU). The research method comprised a threefold approach: a Counterbalancing Experiment including an experimental and control group that used two contrasting approaches to teaching writing in the classroom an Attitudinal Questionnaire, to take into account the learners attitude and to control bias and Transcript Analyses of 5 class sessions, to analyze the discourse of the teacher/learner interaction. The Quantitative and Qualitative Analyses of transcribed sessions included a focus on various classroom activities: vocabulary analysis, vocabulary revision, vocabulary correction, sentence-combining and reading comprehension. Multivariate Analysis of Covariance (MANCOVA) and T-tests among others were used to analyse the data of the Experiment. The results of the Quantitative Experiment reveal significant differences of both experimental
teaching write_texts literature sentence combine vocabulary understood reading literature text write essay interrelate multidimensional study_investigate teach_write focus_two sentence combining vocabulary within_context study reading_text literature study_carry teacher researcher lebanon lebanese american university method comprise threefold include experimental control_group use two_contrast approach teach_write classroom attitudinal questionnaire take_account learner attitude control bias transcript analyses class session analyze discourse teacher_learner interaction quantitative_qualitative analyses transcribe session include focus various classroom activity vocabulary analysis vocabulary revision vocabulary correction sentence combining reading comprehension multivariate_analysis tests among_others use analyse_data experiment quantitative reveal_significant difference experimental