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Full text release has been delayed at the author's request until December 16, 2024

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Exploring Teaching for Transfer in an Undergraduate Second Language Academic Writing Course

Jeon, Heon
http://rave.ohiolink.edu/etdc/view?acc_num=osu156555200671389

Abstract Details

2019, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
This dissertation explored the teaching for transfer experiences of two second language (L2) writing teachers who taught an undergraduate-level academic writing course at an American university. Focusing on how the two teachers approached undergraduate source-based writing instruction, with a specific focus on transfer, this study sheds light on the nature and challenges of teaching for transfer in the English for Academic Purposes (EAP) context, an area that is underdeveloped in the current L2 writing scholarship. Guided by theoretical perspectives concerning reading-writing connections, especially reading to write, and learning transfer, a qualitative case study was conducted through a variety of data gathering instruments, such as teacher interviews, teacher stimulated recalls, classroom observation field notes, video recording, instructional artifacts, and focal student interviews. Participants of the study included two teachers and three focal students from the two teachers’ classes. A key point regarding the teachers was that they brought different backgrounds concerning formal knowledge of transfer into their teaching. By following the two teachers’ instructional practices throughout a full academic term (16 weeks), this study sought to provide an in-depth and holistic picture of how the two teachers handled transfer in their classrooms. The findings of this study revealed that, overall, the two teachers addressed various dimensions of transfer, including: (a) transfer between reading and writing, (b) transfer between L1 and L2, (c) transfer between instruction and major writing assignments, (d) transfer between instruction and in-class writing practices, (e) transfer across major writing tasks, and (f) transfer beyond the 1902 course. However, there were differences between them in terms of how they treated those dimensions of transfer with respect to their approaches and to the amounts of instructional time they allocated to them. Despite these differences, the two teachers were not yet prepared for teaching the various dimensions of transfer. As their classes progressed, they resorted to simply mentioning transfer and apparently assuming this was enough to facilitate students’ efforts at learning transfer. From the student perspective, the three focal students’ responses to transfer-related instruction were mixed. On the one hand, they reported some efforts at “far-transfer” of learning, such as transfer beyond the 1902 course to writing for other courses. On the other hand, learning transfer of the “near transfer” type as the students moved through the 1902 course’s assignments was minimal at best. Research has shown that teachers tend to assume transfer takes place in their courses and thus does not require an overt focus on their part. However, this study revealed how complex and challenging this endeavor is in the context of source-based writing instruction, and thus calls into question taken for granted beliefs about teaching and transfer in L2 writing pedagogy. By bringing a teaching for transfer framework into EAP writing instruction, this study provides L2 writing teachers with opportunities to reflect on what it means to teach for transfer and promote meaningful reading-writing connections. The key message from this dissertation is that L2 writing teachers in EAP settings should be keenly aware of transfer issues and make active efforts to create a supportive transfer climate in their classrooms.
Alan Hirvela (Advisor)
Newell George (Committee Member)
Francis Troyan (Committee Member)
248 p.
Composition; English As A Second Language; Pedagogy
English for Academic Purposes; multilingual students; source-based writing; teaching for transfer

Recommended Citations

Citations

  • Jeon, H. (2019). Exploring Teaching for Transfer in an Undergraduate Second Language Academic Writing Course [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu156555200671389

    APA Style (7th edition)

  • Jeon, Heon. Exploring Teaching for Transfer in an Undergraduate Second Language Academic Writing Course. 2019. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu156555200671389.

    MLA Style (8th edition)

  • Jeon, Heon. "Exploring Teaching for Transfer in an Undergraduate Second Language Academic Writing Course." Doctoral dissertation, Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu156555200671389

    Chicago Manual of Style (17th edition)

osu156555200671389
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This open access ETD is published by The Ohio State University and OhioLINK.