1887
Volume 24, Issue 1
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
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Abstract

This paper seeks to identify student, syllabus, and instructional parameters which influence the outcomes of speaking tasks aimed at preparing students for writing. The parameters arise from cognitive, affective and rhetorical concerns. The paper takes the view that some parameters are ‘givens’ while others can be manipulated positively by teachers to increase the productivity or change the outcomes of speaking to writing tasks.

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2001-01-01
2019-11-12
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