ERIC Number: ED271963
Record Type: RIE
Publication Date: 1986-Mar
Reference Count: 0
Toward a Contrastive New Rhetoric--A Rhetoric of Process.
Contrastive rhetoric theory, an extension of contrastive grammar, holds that the rhetorical predispositions of a student's native language will interfere with attempts to learn the rhetoric of a second language; and that because speakers of different languages think differently, they organize paragraphs differently, a situation which influences second language acquisition, especially with respect to writing. While this theory is attractive, its major flaw is in its simplistic view of rhetoric, which ignores elements such as memory, style, delivery, and invention. To learn more about the contrasts in non-native speakers' rhetoric, 77 students of varied linguistic backgrounds (46 Arabs, 4 Iranians, 7 Indonesians and Malaysians, 14 Japanese, and 6 Spanish speakers) from 3 intensive pre-college English classes and 4 freshman composition classes were surveyed concerning the writing instruction, where rhetoric is learned, in their native countries. Several generalizations emerged: (1) heavy emphasis on grammar in all countries; (2) emphasis on organization patterns similar to those taught in the United States, in all countries except Spain; (3) little exposure to newer techniques of process-teaching and revising; and (4) lack of variety in writing assignment type. There were also contrasts in assignment type, teaching environment, relative oral/written emphasis, structured experiences with writing. The survey instrument and response tallies are appended. (MSE)
Descriptors: Classroom Techniques, College Students, Comparative Analysis, Contrastive Linguistics, English for Academic Purposes, Foreign Students, Higher Education, Intensive Language Courses, Rhetoric, Second Language Instruction, Surveys, Teaching Methods, Writing (Composition), Writing Processes
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (20th, Anaheim, CA, March 3-8, 1986).