Presentación Problemática

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Presentacin Alexander Vsquez & Alexander Salazar


<ul><li> 1. Stimulating Writing through Project-BasedTasksby Tessema, K.Participants: Vsquez,D. Alexander Salazar, Alexander DECEMBER, 2007 UNIVERSIDAD PEDAGGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGGICO DE CARACAS SUBDIRECCIN DE INVESTIGACIN Y POSTGRADO SUBPROGRAMA DE ENSEANZA DEL INGLS COMO LENGUA EXTRANJERA</li></ul> <p> 2. Writing well is extremely difficult even for a native speaker since ideas must be clearlypresented and organized (Nunan, 1999).In this article the author proposes a stimulating writing project work in order to help foreign language students to develop the skill of writing. The project is based on an Ethiopian experience. Introduction 3. </p> <ul><li>Principles of Project Work</li></ul> <ul><li>(Arends, 1998) </li></ul> <ul><li>Tasks organized around personally important</li></ul> <ul><li>issues. </li></ul> <ul><li>Students conducting authentic investigations for</li></ul> <ul><li>real solutions.</li></ul> <ul><li>Multidiciplinary investigations to analyze</li></ul> <ul><li>problems. </li></ul> <ul><li>Pieces of writings as artifacts for problem </li></ul> <ul><li>solutions</li></ul> <ul><li>Collaborative writing as a way to promote</li></ul> <ul><li>effective writing.</li></ul> <p> 4. </p> <ul><li>Basic Writing Processes </li></ul> <ul><li>(Tessema, 2005) </li></ul> <ul><li>Idea generation(brainstorming) </li></ul> <ul><li>Freewriting (or fastwriting) </li></ul> <ul><li>Drafting</li></ul> <ul><li>Peer editing-Peer evaluation </li></ul> <ul><li>A final draft </li></ul> <p> 5. </p> <ul><li>Three Steps to develop a</li></ul> <ul><li>problem/solution essay:</li></ul> <ul><li>(Tessema, 2005) </li></ul> <ul><li>Describing a problem </li></ul> <ul><li>Identifying the causesof the problem </li></ul> <ul><li>Proposing a solution to the problem </li></ul> <ul><li>Note:Students develop a draft for each of the</li></ul> <ul><li>steps in order to be given a feedback by</li></ul> <ul><li>possiblereaders. </li></ul> <p> 6. </p> <ul><li>Outcome of the writing project</li></ul> <ul><li>(Tessema, 2005) </li></ul> <ul><li>Purposeful performance </li></ul> <ul><li>High Level of motivation because of a real audience (readers) and </li></ul> <ul><li>relevant topics </li></ul> <ul><li>Bigger opportunities for collaboration and interaction with others</li></ul> <ul><li>Application of this knowledge to future projects </li></ul> <p> 7. </p> <ul><li>Strengths</li></ul> <ul><li>Topics relate with realistic problems in ELT. </li></ul> <ul><li>Emphasys is made on the development of writing as a real way to problem solutions </li></ul> <ul><li>There is gradual improvement in students writings passing from collaborative work through independent work. </li></ul> <ul><li>Weaknesses </li></ul> <ul><li>The project is mainly oriented to Advanced Learners.</li></ul> <ul><li>The project requires a highlevel of teacher intervention. </li></ul> <ul><li>Peer correction is not adequate at all times because students lack of skills in essay correction.</li></ul> <p>Conclusion 8. References Tessema, K. (2005) Stimulating Writing through Project-Based Tasks.InForum English Teaching, 43 , (4), 22-27. Arends, R. (1998 ). Learning to teach . Boston: Mc Graw Hill.Nunan, D. (1999)Second Language Teaching and Learning . Boston: Heinle and Heinle.</p>