Discourse-based Grammar and the Teaching of Academic Reading and Writing in EFL Contexts
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When one is reading or writing, various forms of bottom-up knowledge—e.g.,grammar, vocabulary, orthography, and the mechanics of written language—interactwith the top-down processes at the level of discourse. One of the reasons Englishlanguage learners encounter a lot of difficulty when they are engaged in academicreading and writing is that they have been taught grammar only at the sentence leveland not at the discourse level. In order to illustrate how discourse-based grammarinstruction can facilitate the acquisition of academic reading and writing, this paperdiscusses various ways in which the following four topics can be dealt with at thediscourse level: cohesion, the tense and aspect system, comma usage, and existentialthere. Obviously, discourse-based grammar instruction should be integrated with theteaching of the other top-down and bottom-up skills necessary for academic readingand writing. EFL teachers, however, need to know more about discourse grammar toeffectively make their learners aware of it and to offer them learning activities thatwill contribute to better reading comprehension and written production.
Abstract
When one is reading or writing, various forms of bottom-up knowledge—e.g.,grammar, vocabulary, orthography, and the mechanics of written language—interactwith the top-down processes at the level of discourse. One of the reasons Englishlanguage learners encounter a lot of difficulty when they are engaged in academicreading and writing is that they have been taught grammar only at the sentence leveland not at the discourse level. In order to illustrate how discourse-based grammarinstruction can facilitate the acquisition of academic reading and writing, this paperdiscusses various ways in which the following four topics can be dealt with at thediscourse level: cohesion, the tense and aspect system, comma usage, and existentialthere. Obviously, discourse-based grammar instruction should be integrated with theteaching of the other top-down and bottom-up skills necessary for academic readingand writing. EFL teachers, however, need to know more about discourse grammar toeffectively make their learners aware of it and to offer them learning activities thatwill contribute to better reading comprehension and written production.
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