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LECTURE 13.
TEACHING WRITING TO A2 LEVEL LEARNERS
Lecture outline
1. Writing is a goal and means of EL teaching and learning
2. Forming/developing writing competence at school, lyceum and college
3. Approaches to teach writing in the EL
Key words: communicative activity, tree-phase structure, inducement- motivation, analytical-syntactical, operation, a means (a support skill) and as an end (communicative skill), pattern power, meaning mastery, dictionary skills. Text- based approach, writer based, the genre approach.
References
1.Гальскова Н.Д., Гез Н.И. Теория обучения иностранным языкам. Лингводидактика и методика. - М.: Академия, 2007. -С.258-259.
2. Badger R.G., White G. A process genre approach to language pedagogy. // J. ELT 54 (2), 2000-P.163-160.
3.Balan R., Cehan A. & et.al. . In-service Distance Training Course for Teachers of English. -Romania: Polirom, 2003. - P. 185.
4.Cook G.E., Esposito M., Gabrielson T., Turner G.R. Spelling for Word Mastery. -Toronto, London, Sydney: Charles E. Merrill Publishing Co, 1984
5.Marshal L., Rowland F. Learning Independently. - Glasgow: Bell and Bain Ltd., 2003. - P.184.
6.Milrud R.P. English Teaching Methodology. -M.: Drofa, 2007. -P.182..
7.Nunan D. Second Language Teaching and Learning. - Boston: Heinle and Heinle Publishers, 1999.
8. Rimes A. Techniques in Teaching Writing. -Oxford: OUP, 1983. -P.10-11.
Writing is a goal and means of EL teaching and learning
Writing is a complex communicative activity. It helps to communicate in the written form with the help of graphical symbols. Writing is a type of speech activity as “a communicative skill to encode, store and send messages with the help of written symbols”.
The product of this type of speech activity is a text for reading.
Writing is characterized by the three-phase structure: 1) inducement- motivation, 2) analytical-syntactical and 2) operation. Under the first phase the motive appears as an intention to communicate. The author’s message has an intention to inform somebody.
In the second phase an utterance is formed and pronounced: the necessary words for producing the utterance are selected, within a set of sentences, subjective area of indicators is distributed, and the predicate or a key part of the idea organization between sentences is defined.
The third phase of writing is decoding of the idea/message with the help of graphical symbols.
In the ELT the writing is the goal and means of teaching and learning. The goal of teaching writing is to teach production of written texts which students can write in the native language. To produce the written text students should master mechanics (techniques) of writing. That’s why, in domestic methodology the two types of writing are distinguished: 1) mechanics of writing (handwriting, spelling, punctuation; 2) process of expressing ideas in a graphical form.
Writing is meant as acquiring graphical and orthographical systems of EL by students for fixation speech and language material to remember it and support acquiring oral speech. Modern approaches to teaching writing recognize its dual purpose: as a means (a support skill) and as an end (communicative skill).
Writing refers to several sub-skills: putting words on paper, making sentences and linking them in paragraphs, developing essays and many others. So, writing is also a support skill.
At the elementary and intermediate levels it helps to think and to learn. Writing new words and structures help students remember new words; written practice helps students focus their attention on what they are learning. It is important for developing all skills. Writing serves as learning and controlling means.
It needs some forms of instruction and imposes an appropriate use of the language. That’s why the operation and activities are divided into groups: 1) those designed to develop the writing skills and 2) which provided opportunity of practicing English. “A task which provides little or no practice for students to extend their knowledge of appropriate content or context or to raise their awareness about writing process is not really a writing task but general learning task using writing.”
To understand dual purpose of writing as a sub-skill and communicative skill in ELT we should examine the content of the Table 1 which summarizes the above- mentioned information.
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