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

Tóm tắt

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 (English)

Tài liệu tham khảo

  1. Belmonte, I. A., & McCabe, A. (2004). The development of written discourse competence in ELT materials: A preliminary analysis. Revista Canaria de Estudios Ingleses , 29-48.
  2. Bruce, I. (2008). Academic Writing and Genre. A Systematic Analysis. London: Continuum.
  3. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics , 1, 1-47.
  4. Celce-Murcia, M. (2007). Rethinking the Role of Communicative Competence in Language Teaching. Intercultural Language Use and Language Learning , 41-57.
  5. Collin, G., & Norris, J. (2017). Written Language Performance Following Embedded Grammar Instruction. Reading Horizons , 56 (3), 16-30.
  6. Elkouti, M. (2017). The Role of Discourse-Based Approaches in English Language Teaching in Algeria. Retrieved July 30, 2019, from Revues.Univ-Ouargla: https://revues.univ-ouargla.dz/index.php/numero-29-juin-2017/4228-9f
  7. Farrokhi, F., Ajideh, P., Zohrabi, M., & Panahi, M. (2018). The Impact of Discourse-Based Grammar Teaching on Writing Skill of Iranian EFL Learners. International Journal of English Language & Translation Studies , 6 (3), 57-68.
  8. Hall, S. (2001). Foucault: Power, knowledge and discourse. In M. Wetherell, S. Taylor, & S. J. Yates, Discourse theory and practice: a reader (pp. 72-81). London: Sage in association with The Open University.
  9. Hublová, G. (2015). Developing Discourse Competence in EFL Academic Writing through an Online Course: EERA. Retrieved July 21, 2019, from European Educational Research Association (EERA): https://eera-ecer.de/ecer-programmes/conference/20/contribution/35117/
  10. Nik, Y. A., Hamzah, A., & Rafidee, H. (2010). A comparative study on the factors affecting the writing performance among Bachelor students. International Journal of Educational Research and Technology , 54-59.
  11. Nunan, D. (1993). Introducing discourse analysis. London, UK: Penguin.
  12. Rico, L. J. (2014). Identifying factors causing diffculties to productive skills among foreign language learners. Opening Writing Doors Journal , 65-86.
  13. Usó-Juan, E., & Martínez-Flor, A. (2006). Current trends in the development and teaching of the four language skills. Berlin: M. de Gruyter.