An Hybrid Approach to Second Language Writing
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This study was instigated by the need to develop more efficient ways to teach writing to Korean university EFL students. Product versus process writing has long been debated in second language literature as teachers seek to decide which approach is better for language learners without offering significant satisfactory solutions being found. In an attempt to update the writing course for Korean EFL students at university level which had a product-based syllabus, we decided to try adding process writing techniques into the curriculum to see if this approach helped students with their academic writing skills. As we considered these changes, it was important to consider how process writing could be incorporated into the product-based course, and more importantly, how it could be adapted to suit both the wants and needs of the students. Thus, we kept some lessons regarding the mechanics of writing which students found useful, but also introduced the main elements of the process approach which are essential to good writing. The result was a writing course which incorporated the ideal aspects of both approaches. Product gives students their desired focus on accuracy while process provides opportunities to improve their fluency. This paper encourages teachers of writing to ask themselves how they can blend product and process techniques in order to create interesting and effective lessons and tasks for their students strategically.
Abstract
This study was instigated by the need to develop more efficient ways to teach writing to Korean university EFL students. Product versus process writing has long been debated in second language literature as teachers seek to decide which approach is better for language learners without offering significant satisfactory solutions being found. In an attempt to update the writing course for Korean EFL students at university level which had a product-based syllabus, we decided to try adding process writing techniques into the curriculum to see if this approach helped students with their academic writing skills. As we considered these changes, it was important to consider how process writing could be incorporated into the product-based course, and more importantly, how it could be adapted to suit both the wants and needs of the students. Thus, we kept some lessons regarding the mechanics of writing which students found useful, but also introduced the main elements of the process approach which are essential to good writing. The result was a writing course which incorporated the ideal aspects of both approaches. Product gives students their desired focus on accuracy while process provides opportunities to improve their fluency. This paper encourages teachers of writing to ask themselves how they can blend product and process techniques in order to create interesting and effective lessons and tasks for their students strategically.
참고문헌 (28)
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