An Analysis of Teachers' Perceptions of Students' Academic Writing
Jie Shi, International Christian University, Japan
Ken Fujioka, International Christian University, Japan
Teaching L2 academic writing is one of the most demanding tasks in the
English Language Program (ELP) at the International Christian University,
a bilingual university in Japan. The ELP teachers serve as a bridge between
first year Japanese university students and university academicians, and
prepare students for the academic demands where the medium of instruction
is English. Within the College of Liberal Arts (CLA) courses students face
different requirements and assessments for writing and this has raised
the authors' awareness of the different academic requirements that may
exist between the CLA and the ELP. The paper analyzes in detail a survey
conducted with the CLA professors on the different genres of writing and
the problems with students' writing as viewed by them. This paper will
also suggest a genre-based process-writing approach as a more efficient
solution to teaching academic English in the ELP and other practical considerations
in teaching writing.
Jie Shi teaches in the ICU English Language Program. She holds
degrees from Dalian Foreign Language University and Temple University,
Japan (MA in TESOL). She has taught English in China and Singapore
before Japan. She has also been involved in teacher training programs
in both English and Chinese languages in Singapore and China. Her recent
interests include intercultural communications, bilingualism and academic
writing in EFL.
Ken Fujioka teaches in the ICU English Language
Program. He holds degrees from Marietta College, Southwestern Baptist
Theologicial Seminary, and California State University, Fresno (MA Linguistics).
Before coming to ICU, he served as director of the Language Institute of
Japan at Odawara. His interests include intercultural communication,
learner development, and academic writing.