TEACHERS’ PERCEPTIONS ON THE IMPLEMENTATION OF DISCOURSE-BASED ACTIVITIES IN TEACHING WRITING SKILLS TO ENGLISH MAJORS - THE CASE OF UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY
Vol. 128 No. 6B (2019), Journal of Social Sciences and Humanities
Vol. 128 No. 6B (2019)

TEACHERS’ PERCEPTIONS ON THE IMPLEMENTATION OF DISCOURSE-BASED ACTIVITIES IN TEACHING WRITING SKILLS TO ENGLISH MAJORS - THE CASE OF UNIVERSITY OF FOREIGN LANGUAGES, HUE UNIVERSITY

Journal of Social Sciences and Humanities
https://doi.org/10.26459/hueuni-jssh.v128i6B.5355
Published 2019-08-14
Nguyễn Hoàng Bảo Khanh
Hue University
Đỗ Thị Xuân Dung
Hue University
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Keywords

Discourse competence
EFL writing
English language learning
non-native speakers of English

Abstract

Discourse competence has been widely acknowledged as a crucial part of communicative competence (Canale & Swain, 1980; Usó-Juan & Martínez-Flor, 2006; Celce-Murcia, 2007). Given this fact, the communicative approach to EFL teaching inevitably involves developing learners’ discourse knowledge. Particularly, in teaching EFL writing skills, the integration of discourse knowledge and implementation of discourse-based activities plays an essential role as it allows learners to compose written products that are grammatically correct, logically organized, and culturally appropriate. This paper explores EFL teachers’ perceptions towards the application of discourse-based activities in teaching writing to English majors at University of Foreign languages, Hue University. Results obtained from the study unveils that the use of discourse-based activities is deemed to have valuable potentials for the overall development of learners’ writing skills, especially in terms of the organizational and communicative aspects.
https://doi.org/10.26459/hueuni-jssh.v128i6B.5355
PDF

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