Authors :
YOUSSEF EL OUIDANI; SIDI YOUSSEF EL BAGHDADI
Volume/Issue :
Volume 7 - 2022, Issue 10 - October
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3NpXh0a
DOI :
https://doi.org/10.5281/zenodo.7270636
Abstract :
Effective teaching of the four skills has been
the primary concern of research in the TEFL field. Yet,
the importance of writing makes it one of the most useful
and essential life skills for language learners and
teachers alike. Due to its multiple uses and functions, the
writing skill enables learners to constantly expand their
personal horizons. In actual fact, mastering the writing
process contributes to the learners' achievement of their
immediate goals, while serving them in the classroom
and beyond. Nevertheless, given the complexity of
teaching writing skills, teachers have consistently found
it to be one of the most difficult and challenging skills to
teach, especially in the EFL/ESL contexts. This article
aims to illustrate, summarize, and above all synthesize
the main approaches followed in teaching writing in
ESL/EFL contexts. The article gives an overview of the
controlled-to-free approach, the free-writing approach,
the grammar-syntax-organization approach, the
paragraph-pattern approach, the communicative
approach, the product approach, and the process
approach, with a special focus on the two main
approaches to teaching writing; namely, the process
approach involving training student writers to follow the
stages of the writing process through different activities.
These activities include brainstorming, pairedstudent and small- group language problem-solving
activities, free writing, multi drafting, structured peer
feedback and teacher-student conferencing. Along with
this, the article gives an overview of the product
approach to teaching writing. This approach involves
teaching writing primarily through model analysis,
writing exercises, and structured teacher-student
feedback sessions.
Keywords :
EFL; ESL;TEFL;Process approach; Product approach; Effectiveness;
Effective teaching of the four skills has been
the primary concern of research in the TEFL field. Yet,
the importance of writing makes it one of the most useful
and essential life skills for language learners and
teachers alike. Due to its multiple uses and functions, the
writing skill enables learners to constantly expand their
personal horizons. In actual fact, mastering the writing
process contributes to the learners' achievement of their
immediate goals, while serving them in the classroom
and beyond. Nevertheless, given the complexity of
teaching writing skills, teachers have consistently found
it to be one of the most difficult and challenging skills to
teach, especially in the EFL/ESL contexts. This article
aims to illustrate, summarize, and above all synthesize
the main approaches followed in teaching writing in
ESL/EFL contexts. The article gives an overview of the
controlled-to-free approach, the free-writing approach,
the grammar-syntax-organization approach, the
paragraph-pattern approach, the communicative
approach, the product approach, and the process
approach, with a special focus on the two main
approaches to teaching writing; namely, the process
approach involving training student writers to follow the
stages of the writing process through different activities.
These activities include brainstorming, pairedstudent and small- group language problem-solving
activities, free writing, multi drafting, structured peer
feedback and teacher-student conferencing. Along with
this, the article gives an overview of the product
approach to teaching writing. This approach involves
teaching writing primarily through model analysis,
writing exercises, and structured teacher-student
feedback sessions.
Keywords :
EFL; ESL;TEFL;Process approach; Product approach; Effectiveness;
