READING – WRITING RELATIONS Are there any? 1

A GENDA The Rationale Literature Review The Purpose of the Study The Study The Research Questions The Results of the Study 2

T HE RATIONALE Students’ inability to transfer organization and content information from reading courses to writing courses 3

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) 4

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. 5

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, 6

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

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. 8

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 9

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. 10

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. 11

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). 12

reading re- writing writing 13

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). 14

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). 15

L2 READING – L2 WRITING 16 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

THE STUDY Fumiko Yoshimura (2009) Forty two Japanese university students majoring in English A checklist, consisting of 20 questionschecklist 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. 17

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 18

THE RESEARCH QUESTIONS 1. Whether and how connecting reading and writing affects EFL learners’ behavior. 2. Whether and how reading a related text affects EFL learners’ writing performance. 3. Whether and how the checklist affects EFL learners’ reading behavior. 4. Whether and how the checklist affects EFL learners’ writing behavior. 5. Whether and how the checklist affects EFL learners’ writing performance. 19

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. 20

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. 21