DEVELOPING WRITING SKILLS IN FOREIGN LANGUAGE LEARNERS WITH TEACHING METHODS

Abstract

This focus has been a response to the occasional excesses of a process approach to writing instruction. An emphasis on a process approach often disregards the importance of written form and, in effect, takes power away from learners, particularly those from different language or culture backgrounds. For the L2 student, many writing conventions will remain a mystery unless teachers are able to bring these forms and patterns of language use to conscious awareness. Emphasizing the process to the exclusion of the product neglects direct instruction in certain text features, yet students are still evaluated by their control of these features.