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Zamel, Vivian – TESOL Quarterly, 1976
The ESL student who is ready to write is similar to the student of a regular English composition class, so we can look to the research done in English composition classes for use in ESL. Approaches to language from a composition side rather than a grammar side are pointed out. (SCC)
Descriptors: Educational Research, English (Second Language), Language Instruction, Research Utilization
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Zamel, Vivian – TESOL Quarterly, 1987
A review of recent classroom research regarding writing processes reveals ways in which contextual factors affect student learning. Teachers should investigate the relationship between teaching and writing development in their own classrooms. (Author/CB)
Descriptors: Classroom Environment, Classroom Research, Correlation, Elementary Secondary Education
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Zamel, Vivian – TESOL Quarterly, 1985
Describes a study that examines the responses of teachers of English as a second language (ESL) to student writing. Results show that the ESL teachers misread student texts, are inconsistent in their reactions, make arbitrary comments and corrections, impose abstract rules and standards, and rarely offer specific strategies for revising the test.…
Descriptors: English (Second Language), Error Analysis (Language), Higher Education, Second Language Instruction
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Zamel, Vivian – TESOL Quarterly, 1983
A study shows that advanced ESL students explore and clarify ideas and attend to language-related concerns primarily after their ideas have been delineated. These results call into question the prescriptive approach to writing instruction that is overly concerned with correctness. (MSE)
Descriptors: Advanced Students, English (Second Language), Language Processing, Prewriting
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Zamel, Vivian – TESOL Quarterly, 1982
Argues that the emphasis of writing instruction in ESL classes should be on writing as a creative process, not on syntax, vocabulary, and rhetorical form. (EKN)
Descriptors: English (Second Language), Language Processing, Postsecondary Education, Second Language Learning
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Zamel, Vivian – TESOL Quarterly, 1981
Examines cybernetics as a model which provides framework with which to view communicators and the communications in the ESL classroom because it implies the kind of feedback the learner can assimilate and act upon. (Author/BK)
Descriptors: Cybernetics, Feedback, Second Language Instruction, Teacher Response
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Zamel, Vivian – TESOL Quarterly, 1980
Suggests that for improving syntactic fluency and the overall quality of compositions, exercises should be based on generative rhetoric. These exercises in which students supply the content of the sentence from a list of suggested structures are superior to sentence-combining exercises that provide the student with all the information. (PMJ)
Descriptors: English (Second Language), Evaluation, Grammar, Second Language Instruction
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Zamel, Vivian – TESOL Quarterly, 1997
Challenges the assumption that a student's attempts at writing in another language are a product of his primary language background and that a student's native cultural and linguistic background will be limiting. Also challenges the pedagogical implications of this perspective, which views students, particularly those from Asia, as fixed by their…
Descriptors: College Students, Critical Thinking, Cultural Background, Expository Writing
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Zamel, Vivian – TESOL Quarterly, 1993
Despite research and theory to the contrary, approaches to the teaching of reading continue to reflect a transmission model of reading, focused on the retrieval of information from a text. It is argued that writing should be fully integrated with reading to give students experiences of engagement and connection with texts. (66 references)…
Descriptors: English (Second Language), Linguistic Theory, Reader Text Relationship, Reading Instruction