Abstract
Many English as a second language (ESL) writers at the tertiary level lack contextual, rhetorical, or lexicogrammatical knowledge to meet the criteria of good writing in the academia of English-speaking countries. To improve upon these areas, they often come to university writing centers (UWCs) to seek assistance and many focus on lexicogrammatical knowledge and skills (Blau, Hall, & Sparks, 2002; Harris, 1997; Harris & Silva, 1993; Moussu, 2013; Myers, 2003; Powers & Nelson, 1995).
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of Proximal development. Modern Language Journal, 78(4), 465.
Blau, S., Hall, J., & Sparks, S. (2002). Guilt-free tutoring: Rethinking how we tutor Non-Native-English- Speaking students. Writing Center Journal, 23(1), 23–44.
Cumming, A. (1998). Theoretical perspectives on writing. Annual Review of Applied Linguistics, 18, 61–78.
Gillespie, P., & Lerner, N. (2000). The Allyn and Bacon guide to peer tutoring. Needham Heights, MA: Allyn and Bacon.
Harris, M. (1997). Cultural conflicts in the writing center: Expectations and assumptions of ESL students. In C. Severino & J. C. Guerra (Eds.), Writing in multicultural settings (pp. 220–233). New York, NY: MLA.
Harris, M., & Silva, T. (1993). Tutoring ESL students: Issues and options. College Composition and Communication, 44(4), 525–537.
Hyland, K. (2003). Second language writing. Cambridge, UK: Cambridge University Press.
Jones, C. (2001). The relationship between writing centers and improvement in writing ability: An assessment of the literature. Education, 122(1), 3.
Lantolf, J. P., & Thorne, S. L. (2007). Sociocultural theory and second language learning. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 201–224). Mahwah, NJ: Lawrence Erlbaum.
Moussu, L. (2013). Let’s talk! ESL students’ needs and writing center philosophy. TESL Canada Journal, 30(2), 55–68.
Myers, S. A. (2003). Reassessing the ‘Proofreading Trap’: ESL tutoring and writing instruction. Writing Center Journal, 24(1), 51–70.
Nassaji, H., & Swain, M. (2000). A Vygotskian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9(1), 34–51.
North, S. M. (1984). The idea of a writing center. College English, 46(5), 433–446.
Powers, J. K., & Nelson, J. V. (1995). L2 writers and the writing center: A national survey of writing center conferencing at graduate institutions. Journal of Second Language Writing, 4(2), 113–138.
Severino, C. (2009). Avoiding appropriation. ESL Writers: A Guide for Writing Center Tutors, 2.
Taylor, V. G. G. (2007). The balance of rhetoric and linguistics: A study of second language writing center tutorials (Doctoral dissertation). Purdue University, West Lafayette, IN.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Zhou, A.A., Hu, X. (2017). Tutoring Second Language Learners within Their Zone of Proximal Development. In: Cummings, J.B., Blatherwick, M.L. (eds) Creative Dimensions of Teaching and Learning in the 21st Century. Advances in Creativity and Giftedness. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-047-9_29
Download citation
DOI: https://doi.org/10.1007/978-94-6351-047-9_29
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6351-047-9
eBook Packages: EducationEducation (R0)