ERIC Number: ED345483
Record Type: RIE
Publication Date: 1988
Native and Non-native Speaker Teacher Response to Foreign Language Learner Writing: A Study of Intermediate Level French.
Kassen, Margaret Ann
Texas Papers in Foreign Language Education, v1 n1 p1-15 Spr 1988
Given the strengths and weaknesses of previous research on second language writing, a study was undertaken to investigate the comments made by six native speaker (NS) and non-native speaker (NNS) teachers of intermediate French regarding compositions written by their students. The teachers were asked to grade a set of regularly scheduled compositions, the first few silently and the next three aloud, commenting orally as they read and marked the compositions. This think-aloud protocol was audiotaped. Remaining papers were graded silently. The teachers were then asked to rate the comments they had marked on the three think-aloud papers. Follow-up interviews several weeks later focused on teachers' attitudes toward writing and feedback. Comments were categorized in terms of sentence level and lower concerns, comments beyond the sentence level, and comments regarding pedagogical issues. The cases indicate that teacher response is fairly uniform, with sentence level concerns the clear focus of both oral and written comments. It is suggested that there is a need for an increased awareness about goals in second language learning. The comparative results are tabulated. Contains 21 references. (LB)
Publication Type: Reports - Research; Tests/Questionnaires; Journal Articles
Education Level: N/A
Authoring Institution: N/A
Note: For the journal as a whole, see FL 019 498.