摘要
Empirical studies suggest that research, by use of a systemic approach, should follow a set of procedures that are clearly described and then can be justified. However, it is worth noting that no approach is perfect, in particular, when it comes to the studies related to ethnographic studies. In view of this, this critique aims to reconsider empirical studies using brainstorming strategy to develop L2 learners'writing techniques. Firstly, this paper looks at the theoretical framework and the aims of these studies. Following this, this paper simultaneously summarizes and critiques these previous findings in terms of genres in writing, new assessment criteria, practicality in English pedagogy, data collection and analysis, findings and pedagogical implications. The final section presents the further inquiry in the language education context. This paper concludes that the brainstorming strategy in the teaching of writing can only be used in some genres, and both the product-oriented and process-oriented approaches should be applied to teaching writing.
Empirical studies suggest that research, by use of a systemic approach, should follow a set of procedures that are clearly described and then can be justified. However, it is worth noting that no approach is perfect, in particular, when it comes to the studies related to ethnographic studies. In view of this, this critique aims to reconsider empirical studies using brainstorming strategy to develop L2 learners’writing techniques. Firstly, this paper looks at the theoretical framework and the aims of these studies. Following this, this paper simultaneously summarizes and critiques these previous findings in terms of genres in writing, new assessment criteria, practicality in English pedagogy, data collection and analysis, findings and pedagogical implications. The final section presents the further inquiry in the language education context. This paper concludes that the brainstorming strategy in the teaching of writing can only be used in some genres, and both the product-oriented and process-oriented approaches should be applied to teaching writing.
出处
《海外英语》
2013年第6X期116-118,共3页
Overseas English
