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GALA Conference 2007 IMPROVING WRITING THROUGH MEDIATION Ed JOYCEY

GALA Conference 2007 IMPROVING WRITING THROUGH MEDIATION Ed JOYCEY. Writing (University 1 st year students) Language Mastery 2 Communication skills Argument / Persuasion. Communication?. Dual Language Discourse. Processing ?. MEDIATION.

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GALA Conference 2007 IMPROVING WRITING THROUGH MEDIATION Ed JOYCEY

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  1. GALA Conference 2007IMPROVING WRITING THROUGH MEDIATIONEd JOYCEY • Writing (University 1st year students) • Language Mastery 2 • Communication skills • Argument / Persuasion

  2. Communication? Dual Language Discourse Processing ? MEDIATION [L1(i)] user / [L1(ii)] receiver [L1(ii) user] / [L1(i)] receiver [L1(ii) user] / [L1(ii)] text/input Text/Input mediator ? {to L1(i)/L2} [L1(i)/L2] receiver

  3. Similarities • Processing • Mediation Meaning • Writing • Summary Writing

  4. An Underlying Base for Text • Reason • Macro • Order/Organisation Summary • (mediate) • Content • Grammar Lexis Linking Style Micro • (translate)

  5. (Strategies) for Reduce & rebuild • MULTI MEDIATE SUMMARY • L1(ii) user L1(i) user Input Output Full Text Summary • L1(ii) L1(ii) L1(i) L1(i) L1 lang L2 lang

  6. Hypothesis: Using ‘mediation’ in class will help summary writing (& writing?) • PROCEDURE • 1) Experimental & Control groups. Teachers of a similar type & approach (Me & Bartzoka) • 2) 3 texts to summarise at beginning: Argumentative & all from Guardian Unlimited: Colour in Life (French v Eng use of colour), 638 wds, Flesch Reading Ease 78.3; Wags to Riches (footballers’ wives & fame), 588 wds, 76.6; Unhealthy Competition (A writer’s self-awareness of how competition in life affects her), 633 wds, 78.5 • 3) Cover names and apply numbers to scripts (See next slide) • 4) Experimental group gets ‘Greek’ texts 1hr a week for 6 weeks. Tasks like to explain in English to me, or explain why two texts on the same topic differ. • 5) 3 texts to summarise at end: Could write with a pinch (creative writing), 495, 55.5; Caught in the middle (Kids & divorce), 588, 53.8; Two’s a crowd (separate beds effect), 538, 64.8 • 6) Cover names etc. and jumble all to give to ‘expert’ objective marker (Hatzitheodorou) • 7) Collate scores.

  7. Summaries categorisation

  8. ALL BEFORE v ALL AFTER

  9. (3 – 3)s BEFORE v (3 – 3)s AFTER

  10. {A} [(3 - 3)s + (3 – 2)s] BEFORE v [(3 – 3)s + (3 – 2)s] AFTER{B} (3 – 2)s BEFORE v (3 – 2)s AFTER

  11. (2 – 2)s BEFORE & (END) {CONTROL group ONLY}

  12. Odds & Sods (Other Averages?)

  13. Conclusions • 1) There is some evidence to support the view that using mediation helps summary writing in an L2. • 2) Given that there are similar processes involved to those in (1) when L1 people produce in an L2, the question arises as to whether mediation could be a valuable teaching technique. • 3) Introducing mediation in the L2 classroom might activate the strategies required when learning an L2, and good use of it by trained teachers could result in people becoming successful language ‘mediators’. • 4) This small experiment suggests a need for further research on this. (Mediation ⇎ Translation)

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