Process approach to teaching writing : theoretical assumptions versus practical constraints

Abstract EN

This paper aims to trace the debate around product and process approaches to teaching writing in English as foreign language context.

It attempts to highlight the theoretical facets developed by proponents of the process approach in order to advance it as an alternative to the traditional approach.

The paper overviews the historical background then investigates the teachers' awareness of this debate as it sheds light on the constraints to the implementation of the process approach in the classroom.

Thus, a questionnaire was administered to the teachers of first year at the English department of Ouargla University.

The data was analyzed using descriptive statistics.

The study revealed some obstacles hindering the adoption of the process approach to teaching writing in foreign language contexts.

Some recommendations, therefore, have been put forward to help teachers benefit from the advantages of this process.