READING – WRITING RELATIONS

1. READING – WRITING RELATIONS Are there any?

2. Agenda • The Rationale • Literature Review • The Purpose of the Study • The Study • The Research Questions • The Results of the Study

3. The rationale • Students’ inability to transfer organization and content information from reading courses to writing courses

4. ASPECTS OF L2 READING Basic comprehension requires: • Rapid and accurate word recognition, • Fluency in processing words, sentences, and discourse cues, • A reasonably strong grasp of the structures of the language, • An ability to integrate meanings from the text, • An ability to make necessary inferences and connections to background knowledge. (Grabe, 1999; Pressley, 1998; Snow, Burns, and Griffin 1998)

5. L2 READING • Reading to learn, • Critical reading, • Reading to synthesize information, • Having processing resources to reflect critically on what they read, • Integrating information from texts with their background knowledge and use this information for later literacy tasks, such as writing.

6. ASPECTS OF L2 WRITING Writing requires: • Extensive practice, • Supporting social contexts, • Opportunities to reflect and receive appropriate feedback, • Assistance with tasks across a range of genres,

7. L2 WRITING • Motivational support and positive experiences, • Opportunities to interact over the writing produced, • Abilities to adapt and adjust purposes forwriting. • Background knowledge (Grabe & Kaplan, 1996, 1997; Hayes, 1996)

8. L2 WRITING Writers need to balance: • Planning for writing, • Using language resources, • Using background knowledge, • Solving rhetorical problems, • Reading to review text to that point, • Balancing processes strategically, • Monitoring outcomes, • Revising plans and text appropriately.

9. READING – WRITING RELATIONS Traditionally: reading and writing regarded as two separate skills: • Reading regarded as a decoding process, • Writing regarded as only a task of constructing grammatically correct essays

10. READING – WRITING RELATIONS Recently: reading and writing should be taught together, and reading and writing activities should go hand-in-hand and supplement each other (Tierney and Pearson, 1983), as they are • similar cognitive processes of meaning construction, • reading supports and shapes L2 learners’ writing through acquisition of language input when performing writing tasks • Through reading, opportunities to acquire knowledge of vocabulary, grammatical structures, rhetorical features of texts.

11. READING – WRITING RELATIONS Our aim: to help our students • become reflective readers and writers, • realize that both reading and writing are acts with communicative purposes and are inseparable.

12. READING – WRITING RELATIONS Reading, which builds the knowledge base of written texts, helps L2 learners acquire necessary language constructs, such as - grammatical structures, -discourse rules for writing, and facilitates the process of acquisition (Krashen,1984).

14. READING – WRITING RELATIONS • It is reading that gives the writer the “feel” for the look and texture of reader-based prose (Krashen, 1984). • Reading can be, and in academic settings nearly always is, the basis for writing (Carson & Leki, 1993).

15. READING – WRITING RELATIONS • Reading becomes the basis of writing because the information acquired through reading contains print-encoded messages as well as clues about how the messages’ grammatical, lexical, semantic, pragmatic, and rhetorical constitutes combine to make the message meaningful (Ferris & Hedgcock). • Reading supports writing through “meaningful input” (Hirvela, 2004).

16. L2 READING – L2 WRITING • Rapid and accurate word recognition, • Ability of processing words, sentences, and discourse cues, • A reasonably strong grasp of the structures of the language, • Ability to integrate meanings from the text, • Ability to make necessary inferences and connections to background knowledge. • Lexical knowledge may be triggered • Syntactic knowledge of the texts to be written may be triggered • Rhetorical problems may be coped with • Semantic problems may be coped with • Connections between essays, real-life experiences and general content knowledge can be considered

17. THE STUDY • Fumiko Yoshimura (2009) • Forty two Japanese university students majoring in English • A checklist, consisting of 20 questions • An experimental group and a control group • Week I: The first writing task on “Classify the usage of computers in higher education in three different ways?” • Week II: A reading task with the checklist • Week II: The second writing task • A survey about their reading and writing behaviors.

18. THE PURPOSE OF THE STUDY • To show if reading and writing lessons can be related to and integrated with each other • To show the effects of using a checklist that guides students to read a text and to promote the development of writing ability of students

19. THE RESEARCH QUESTIONS • Whether and how connecting reading and writing affects EFL learners’ behavior. • Whether and how reading a related text affects EFL learners’ writing performance. • Whether and how the checklist affects EFL learners’ reading behavior. • Whether and how the checklist affects EFL learners’ writing behavior. • Whether and how the checklist affects EFL learners’ writing performance.

20. THE RESULTS OF THE STUDY • Connecting reading and writing seems to affect EFL learners’ behavior positively. • Reading a related text seems to contribute to improve EFL learners’ subsequent writing performance significantly. • The checklist seems to help EFL learners’ reading comprehension and influence their reading process. • The checklist seems to support learners’ writing performance slightly by helping them integrate background knowledge and textual knowledge effectively and by having them consider the genre.

21. prediction • Our students can also develop their content and organizational knowledge through the use of reading checklist. • As motivated and high level students (B2) participate in this study, we predict they will benefit from this application.