Joan G Carson
Biographic Data
| ID | 1692579 |
|---|---|
| NAME | Joan G Carson |
| GIVEN NAMES | Joan G |
| FAMILY NAME | Carson |
| SIGNATURE | CARSON J G |
| AFFILIATIONS | Georgia State University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2002 |
| H-INDEX | 2 |
Focusing on Learning Styles and Strategies
This diary study focuses on the second language learning styles and strategies of the diarist/researcher in a naturalistic setting, utilizing categories from Oxford's (1990) Strategy Inventory for Language Learning and the Style Analysis Survey. The analysis of diary entries indicates that the learner's learning style remained relatively constant throughout her time in the language immersion situation, but her strategies, while consistent with he…
Cultural Backgrounds
Biggs, J., & Watkins, D. (1996). The Chinese learner in retrospect. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological, and contextual influences (pp. 269-285). Hong Kong: Comparative Education Research Centre. Carson, J. G., & Nelson, G. L. (1996). Chinese students' perceptions of ESL peer response group interaction. Journal of Second Language Writing, 5, 1-19. George, D. (1984). Working with peer groups in the c…
Completely Different Worlds
One source of information that should inform decisions about English for academic purposes (EAP) writing courses is students' experiences in those courses and beyond. A survey of ESL students in the U.S. (Leki & Carson, 1994) has indicated that they experience writing differently depending on the source of information drawn on in writing a text: general world knowledge or personal experience; a source text or texts used as a springboard for ideas…
Students' Perceptions of EAP Writing Instruction and Writing Needs across the Disciplines
As English for academic purposes (EAP) writing instructors and writing curriculum planners, we need to know the degree to which ESL writing courses have been successful in gauging and providing for ESL students' writing needs across the university curriculum. However, making this determination is difficult because many academic writing requirements may be implicit in the curriculum of the disciplinary course and thus not amenable to ready descrip…
Completely Different Worlds
One source of information that should inform decisions about English for academic purposes (EAP) writing courses is students' experiences in those courses and beyond. A survey of ESL students in the U.S. (Leki & Carson, 1994) has indicated that they experience writing differently depending on the source of information drawn on in writing a text: general world knowledge or personal experience; a source text or texts used as a springboard for ideas…
Focusing on Learning Styles and Strategies
This diary study focuses on the second language learning styles and strategies of the diarist/researcher in a naturalistic setting, utilizing categories from Oxford's (1990) Strategy Inventory for Language Learning and the Style Analysis Survey. The analysis of diary entries indicates that the learner's learning style remained relatively constant throughout her time in the language immersion situation, but her strategies, while consistent with he…
Students' Perceptions of EAP Writing Instruction and Writing Needs across the Disciplines
As English for academic purposes (EAP) writing instructors and writing curriculum planners, we need to know the degree to which ESL writing courses have been successful in gauging and providing for ESL students' writing needs across the university curriculum. However, making this determination is difficult because many academic writing requirements may be implicit in the curriculum of the disciplinary course and thus not amenable to ready descrip…
Students' Perceptions of EAP Writing Instruction and Writing Needs across the Disciplines
As English for academic purposes (EAP) writing instructors and writing curriculum planners, we need to know the degree to which ESL writing courses have been successful in gauging and providing for ESL students' writing needs across the university curriculum. However, making this determination is difficult because many academic writing requirements may be implicit in the curriculum of the disciplinary course and thus not amenable to ready descrip…
Completely Different Worlds
One source of information that should inform decisions about English for academic purposes (EAP) writing courses is students' experiences in those courses and beyond. A survey of ESL students in the U.S. (Leki & Carson, 1994) has indicated that they experience writing differently depending on the source of information drawn on in writing a text: general world knowledge or personal experience; a source text or texts used as a springboard for ideas…
Cultural Backgrounds
Biggs, J., & Watkins, D. (1996). The Chinese learner in retrospect. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese learner: Cultural, psychological, and contextual influences (pp. 269-285). Hong Kong: Comparative Education Research Centre. Carson, J. G., & Nelson, G. L. (1996). Chinese students' perceptions of ESL peer response group interaction. Journal of Second Language Writing, 5, 1-19. George, D. (1984). Working with peer groups in the c…
Focusing on Learning Styles and Strategies
This diary study focuses on the second language learning styles and strategies of the diarist/researcher in a naturalistic setting, utilizing categories from Oxford's (1990) Strategy Inventory for Language Learning and the Style Analysis Survey. The analysis of diary entries indicates that the learner's learning style remained relatively constant throughout her time in the language immersion situation, but her strategies, while consistent with he…
EFL/ESL Teaching and Learning (4 works) · Psychology (4 works) · Discourse Analysis in Language Studies (3 works) · Linguistics (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Sociology (3 works) · English for academic purposes (2 works) · Second Language Learning and Teaching (2 works) · Applied linguistics (1 work)