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Developing EFL learners’ writing performance through an integrative grammar teaching model
Joint Authors
Hawajli, Ahmad Shawqi
Lahlwhi, Sarah
Source
Issue
Vol. 17, Issue 2 (31 Dec. 2018), pp.90-110, 21 p.
Publisher
University of Oran 2 Mohamed Ben Ahmad
Publication Date
2018-12-31
Country of Publication
Algeria
No. of Pages
21
Main Subjects
Languages & Comparative Literature
Abstract EN
Considerably, writing is a complex task that requires the integration of multiple cognitive, linguistic, and motor abilities.
It involves both low-level transcription skills (handwriting, spelling, punctuation, capitalisation, and grammar) and high-level composition skills (planning, content, organisation, and revision).
In this regard, second year university learners at the section of English often take a “written expression” course backed up with tutorial classes to help learners master the different writing techniques and styles.
However, many learners struggle in the writing process and end up producing pieces of writing that are ineffective or even incomprehensible showing poor mastery of language usage.
Most of the time, learners have good ideas and knowledge of the way paragraphs or essays should be organised.
In such a case, the ineffectiveness that characterises learners’ written products is grammar-related.
To account for the reasons behind these problems, we hypothesised that the currently used grammar teaching method might not be effective leading to such a shortage in learners’ knowledge and skills.
As a remedy to this anomaly, we have proposed the Integrative Grammar Teaching Method (IGM) as a model of grammar teaching.
The analysis and interpretation of the collected data revealed that IGM could help learners develop their writing performances.
Likewise, it has confirmed that teaching grammar in the context of writing and including learners in the process of rules formation is more likely to help them use grammar correctly and appropriately in the process of writing producing more legible and correct written products.
Therefore, we could conclude that the previously stated hypotheses were confirmed and the findings were supportive and positive
American Psychological Association (APA)
Hawajli, Ahmad Shawqi& Lahlwhi, Sarah. 2018. Developing EFL learners’ writing performance through an integrative grammar teaching model. Traduction et Langues،Vol. 17, no. 2, pp.90-110.
https://search.emarefa.net/detail/BIM-940137
Modern Language Association (MLA)
Hawajli, Ahmad Shawqi& Lahlwhi, Sarah. Developing EFL learners’ writing performance through an integrative grammar teaching model. Traduction et Langues Vol. 17, no. 2 (2018), pp.90-110.
https://search.emarefa.net/detail/BIM-940137
American Medical Association (AMA)
Hawajli, Ahmad Shawqi& Lahlwhi, Sarah. Developing EFL learners’ writing performance through an integrative grammar teaching model. Traduction et Langues. 2018. Vol. 17, no. 2, pp.90-110.
https://search.emarefa.net/detail/BIM-940137
Data Type
Journal Articles
Language
English
Notes
Record ID
BIM-940137