Writing process teaching strategies used with first language learners are:
a. the same for first and second language writers
b. effective for second language learners with some modifications
c. effective for first language learners only
d. effective for language learners when changed considerably
A man pulls a load with a force of 100n with a thread tied to it at angle of 30 to the horizontal.if the load moves through a distance of 90m.what is the effective force dragging the load?
The correct answer is b. Effective for second language learners with some modifications.
When it comes to teaching the writing process to first language learners (those who are learning to write in their native language), the strategies can generally be applied as they are. However, when it comes to second language learners (those who are learning to write in a language that is not their native language), some modifications may be needed to accommodate their unique needs and challenges.
Teaching strategies that work well with first language learners may need slight adjustments to address the additional complexity of learning a new language. Below are a few modifications that can be made:
1. Clear and simple instructions: Provide clear and concise instructions, using simple language and visuals to aid understanding. This helps second language learners overcome language barriers while comprehending the writing process.
2. Language scaffolding: Offer language support by providing sentence frames, word lists, or language support tools like dictionaries or translation tools to help second language learners express their thoughts and ideas more effectively. This scaffolding helps bridge the gap between their current language skills and desired writing proficiency.
3. Vocabulary development: Focus on explicitly teaching vocabulary that is relevant to the writing process. Second language learners may struggle with domain-specific vocabulary or language used in writing tasks, so it is crucial to provide explicit instruction and practice opportunities.
4. Explicit grammar instruction: Include explicit grammar instruction during the writing process to help second language learners understand and apply appropriate grammar rules. This can involve teaching specific grammar points, providing grammar explanations, and giving targeted practice activities.
5. Feedback and revision support: Provide targeted feedback on second language learners' writing, focusing on both the content and language aspects. Offer guidance on how to revise and improve their work, highlighting language errors or opportunities for language enhancement.
In summary, while the teaching strategies used with first language learners can serve as a starting point, they need to be modified to effectively cater to the needs of second language learners. These modifications include providing clearer instructions, offering language scaffolding, focusing on vocabulary development and explicit grammar instruction, as well as providing targeted feedback and revision support.