Ilona Leki
Biographic Data
| ID | 5997708 |
|---|---|
| NAME | Ilona Leki |
| GIVEN NAMES | Ilona |
| FAMILY NAME | Leki |
| SIGNATURE | LEKI I |
| AFFILIATIONS | University of Tennessee at Knoxville |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 36 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2003 |
| H-INDEX | 3 |
Comment 3
A Narrow Thinking System
In examining the contexts of learning for L2 English bilinguals, educators and researchers may have ignored an important feature of that context, the social/academic relationships the learners develop with native-English-speaking peers. Long considered a means of promoting learning and independence among students, group work is one domain where such social/academic interactions occur in university-level courses across the curriculum in English-do…
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…
Coping Strategies of ESL Students in Writing Tasks across the Curriculum
Writing research has given us few accounts of the writing experience of ESL students outside the English or writing classroom. This article reports a qualitative research study of 5 ESL visa students in their first semester of study at a U.S. university. The goal of the research was to examine the academic literacy experiences of these students in light of the strategies they brought with them to their first academic experience in the U.S. and th…
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…
Twenty-Five Years of Contrastive Rhetoric
Contrastive rhetoric studies with implications for the ESL writing classroom began with Robert Kaplan's 1966 study of some 600 L2 student essays. This work was exploratory and, to a degree, more intuitive than scientific, but valuable in establishing contrastive rhetoric as a new field of inquiry. It has also created controversy. Kaplan's diagrams of rhetorical patterns have been widely reprinted, appearing even in ESL composition textbooks. Inde…
Literature in the Language Classroom
Academic Writing
of refugee education programs. Finally, in some instances, Tollefson does not distinguish clearly enough between policies and individuals, an oversight that may result in misunderstanding by some of the dedicated people who have given years of their lives working in the camps. Despite these drawbacks, Alien Winds is a powerful and eyeopening account of the role of the PRPCs in preparing refugees for life in the United States. It should be require…
Grammar Practice Activities
Alain Robbe-Grillet
Outsiders
Literature for Discussion: A Reader for Advanced Students of English as a Second Language. John F. Povey
Understanding and Using English Grammar
CHAPTER 1 OVERVIEW OF VERB TENSES 1-1 The Simple Tenses 1-2 The Progressive Tenses 1-3 The Perfect Tenses 1-4 The Perfect Progressive Tenses 1-5 Summary Chart of Verb Tenses 1-6 Spelling of -ing and -ed Forms CHAPTER 2 PRESENT AND PAST, SIMPLE AND PROGRESSIVE 2-1 Simple Present 2-2 Present Progressive 2-3 Stative Verbs 2-4 am/is/are being + Adjective 2-5 Regular and Irregular Verbs 2-6 Regular Verbs: Pronunciation of -ed Endings 2-7 Irregular Ver…
A Narrow Thinking System
In examining the contexts of learning for L2 English bilinguals, educators and researchers may have ignored an important feature of that context, the social/academic relationships the learners develop with native-English-speaking peers. Long considered a means of promoting learning and independence among students, group work is one domain where such social/academic interactions occur in university-level courses across the curriculum in English-do…
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…
Coping Strategies of ESL Students in Writing Tasks across the Curriculum
Writing research has given us few accounts of the writing experience of ESL students outside the English or writing classroom. This article reports a qualitative research study of 5 ESL visa students in their first semester of study at a U.S. university. The goal of the research was to examine the academic literacy experiences of these students in light of the strategies they brought with them to their first academic experience in the U.S. and th…
Twenty-Five Years of Contrastive Rhetoric
Contrastive rhetoric studies with implications for the ESL writing classroom began with Robert Kaplan's 1966 study of some 600 L2 student essays. This work was exploratory and, to a degree, more intuitive than scientific, but valuable in establishing contrastive rhetoric as a new field of inquiry. It has also created controversy. Kaplan's diagrams of rhetorical patterns have been widely reprinted, appearing even in ESL composition textbooks. Inde…
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…
Understanding and Using English Grammar
CHAPTER 1 OVERVIEW OF VERB TENSES 1-1 The Simple Tenses 1-2 The Progressive Tenses 1-3 The Perfect Tenses 1-4 The Perfect Progressive Tenses 1-5 Summary Chart of Verb Tenses 1-6 Spelling of -ing and -ed Forms CHAPTER 2 PRESENT AND PAST, SIMPLE AND PROGRESSIVE 2-1 Simple Present 2-2 Present Progressive 2-3 Stative Verbs 2-4 am/is/are being + Adjective 2-5 Regular and Irregular Verbs 2-6 Regular Verbs: Pronunciation of -ed Endings 2-7 Irregular Ver…
Alain Robbe-Grillet
Outsiders
Literature for Discussion: A Reader for Advanced Students of English as a Second Language. John F. Povey
Grammar Practice Activities
Literature in the Language Classroom
Academic Writing
of refugee education programs. Finally, in some instances, Tollefson does not distinguish clearly enough between policies and individuals, an oversight that may result in misunderstanding by some of the dedicated people who have given years of their lives working in the camps. Despite these drawbacks, Alien Winds is a powerful and eyeopening account of the role of the PRPCs in preparing refugees for life in the United States. It should be require…
Twenty-Five Years of Contrastive Rhetoric
Contrastive rhetoric studies with implications for the ESL writing classroom began with Robert Kaplan's 1966 study of some 600 L2 student essays. This work was exploratory and, to a degree, more intuitive than scientific, but valuable in establishing contrastive rhetoric as a new field of inquiry. It has also created controversy. Kaplan's diagrams of rhetorical patterns have been widely reprinted, appearing even in ESL composition textbooks. Inde…
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…
Coping Strategies of ESL Students in Writing Tasks across the Curriculum
Writing research has given us few accounts of the writing experience of ESL students outside the English or writing classroom. This article reports a qualitative research study of 5 ESL visa students in their first semester of study at a U.S. university. The goal of the research was to examine the academic literacy experiences of these students in light of the strategies they brought with them to their first academic experience in the U.S. and th…
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…
A Narrow Thinking System
In examining the contexts of learning for L2 English bilinguals, educators and researchers may have ignored an important feature of that context, the social/academic relationships the learners develop with native-English-speaking peers. Long considered a means of promoting learning and independence among students, group work is one domain where such social/academic interactions occur in university-level courses across the curriculum in English-do…
Comment 3
Psychology (10 works) · EFL/ESL Teaching and Learning (8 works) · Linguistics (8 works) · Mathematics education (8 works) · Philosophy (8 works) · Sociology (8 works) · Pedagogy (7 works) · Discourse Analysis in Language Studies (5 works) · Lexicography and Language Studies (3 works) · Second Language Learning and Teaching (3 works)