Teaching efl writing in Vietnam: Problems and solutions - a discussion from the outlook of applied linguistics
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Abstract. Applied linguistics is defined as a discipline that uses a variety of methods to address language-based problems, one of which is that of language teaching and learning. Based on this definition, the article will define and tackle the problem of teaching EFL writing in Vietnam which has, for a long time, been considered a challenge for language teachers. Specifically, this article will explore three main areas of the problem: (i) How to raise students’ awareness of why they should write in English, (ii) How to teach students to write in English, and (iii) How to assess students’ writing skill. The article will be concluded that the problem of teaching EFL writing can be solved thanks to different methods such as psycholinguistics, SLA, syntax, sociolinguistics, and pragmatics, and that the solutions will help developing the students’ English writing skill in particular and communicative competence in general.
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Tài liệu tham khảo
[1] K. Bardovi-Harlig, B. Hartford (Eds.), Beyond methods: Components of second language education, McGraw Hill, New York, 1997.
[2] A. Davies, An introduction to applied linguistics: From practice to theory, Edinburgh University Press, Edinburgh, 1999.
[3] W. Grabe, Applied linguistics: An emerging discipline for the 21st century, In R. B. Kaplan (Ed.), The Oxford Handbook of Applied Linguistics (pp. 3-12), Oxford University Press, Oxford, 2002.
[4] G. Cook. Applied linguistics, Oxford University Press, Oxford, 2003.
[5] W. Grabe, R. B. Kaplan, The writing course. In K. Bardovi-Harlig, B. Hartford (Eds.), Beyond Methods: Components of Second Language Education (pp. 172-197), McGraw Hill, New York, 1997.
[6] M. A. K. Halliday, An introduction to functional grammar, Edward Arnold, London, 1994.
[7] P. Ur, A course in language teaching, Cambridge University Press, Cambridge, 1996.
[8] R. T. Kellog, Process and performance, In The Psychology of writing (pp. 47-70), Oxford University Press, New York, 1994.
[9] L. Flower, J. R. Hayes, A cognitive process theory of writing, College English 44 (1981) 765.
[10] B. VanPatten, The case for psycholinguistics, In K. Bardovi-Harlig, B. Hartford (Eds.), Beyond Methods: Components of Second Language Education (pp. 1-17), McGraw Hill, New York, 1997.
[11] M. Beck, Why syntactic theory? In K. Bardovi-Harlig, B. Hartford (Eds.), Beyond Methods: Components of Second Language Education (pp. 42-66), McGraw Hill, New York, 1997.
[12] B. Hartford, Sociolinguistics in language teacher preparation programs, In K. Bardovi-Harlig & B. Hartford (Eds.), Beyond Methods: Components of Second Language Education (pp. 88-112), McGraw Hill, New York, 1997.
[13] K. Brown, A world language perspective: English, French, and Spanish, In K. Bardovi-Harlig & B. Hartford (Eds.), Beyond Methods: Components of Second Language Education (pp. 137-151), McGraw Hill, New York, 1997.
[14] G. Kasper, The role of pragmatics in language teacher education, In K. Bardovi-Harlig & B. Hartford (Eds.), Beyond Methods: Components of Second Language Education (pp. 113-136), McGraw Hill, New York, 1997.
[15] S.J. Savignon, Communicative language teaching: State of the art, TESOL Quarterly, 25(2) (1991) 261.
[16] S. P. Corder, Applied linguistics and language teaching, In J. P. B. Allen, S. P. Corder (Eds.), Papers in applied linguistics (Vol. 2, pp. 1-15), Oxford University Press, Oxford, 1975.
[17] J. Truscott, The case against grammar correction in L2 writing classes, Language Learning, 46 (2) (1996) 327.
[18] E. M. White, Teaching and assessing writing (2nd ed.), Jossey-Bass Publishers, San Francisco, 1994.
[19] L. F. Bachman, Fundamental considerations in language testing, Oxford University Press, Oxford, 1990.
[20] L. Fearn, N. Farnan, Interactions: Teaching writing and the language arts, Houghton Mifflin Company, Boston, 2001.
S. J. Savignon, Communicative competence: Theory and classroom practice (2nd edition), McGraw Hill, Sydney, 1997.
[2] A. Davies, An introduction to applied linguistics: From practice to theory, Edinburgh University Press, Edinburgh, 1999.
[3] W. Grabe, Applied linguistics: An emerging discipline for the 21st century, In R. B. Kaplan (Ed.), The Oxford Handbook of Applied Linguistics (pp. 3-12), Oxford University Press, Oxford, 2002.
[4] G. Cook. Applied linguistics, Oxford University Press, Oxford, 2003.
[5] W. Grabe, R. B. Kaplan, The writing course. In K. Bardovi-Harlig, B. Hartford (Eds.), Beyond Methods: Components of Second Language Education (pp. 172-197), McGraw Hill, New York, 1997.
[6] M. A. K. Halliday, An introduction to functional grammar, Edward Arnold, London, 1994.
[7] P. Ur, A course in language teaching, Cambridge University Press, Cambridge, 1996.
[8] R. T. Kellog, Process and performance, In The Psychology of writing (pp. 47-70), Oxford University Press, New York, 1994.
[9] L. Flower, J. R. Hayes, A cognitive process theory of writing, College English 44 (1981) 765.
[10] B. VanPatten, The case for psycholinguistics, In K. Bardovi-Harlig, B. Hartford (Eds.), Beyond Methods: Components of Second Language Education (pp. 1-17), McGraw Hill, New York, 1997.
[11] M. Beck, Why syntactic theory? In K. Bardovi-Harlig, B. Hartford (Eds.), Beyond Methods: Components of Second Language Education (pp. 42-66), McGraw Hill, New York, 1997.
[12] B. Hartford, Sociolinguistics in language teacher preparation programs, In K. Bardovi-Harlig & B. Hartford (Eds.), Beyond Methods: Components of Second Language Education (pp. 88-112), McGraw Hill, New York, 1997.
[13] K. Brown, A world language perspective: English, French, and Spanish, In K. Bardovi-Harlig & B. Hartford (Eds.), Beyond Methods: Components of Second Language Education (pp. 137-151), McGraw Hill, New York, 1997.
[14] G. Kasper, The role of pragmatics in language teacher education, In K. Bardovi-Harlig & B. Hartford (Eds.), Beyond Methods: Components of Second Language Education (pp. 113-136), McGraw Hill, New York, 1997.
[15] S.J. Savignon, Communicative language teaching: State of the art, TESOL Quarterly, 25(2) (1991) 261.
[16] S. P. Corder, Applied linguistics and language teaching, In J. P. B. Allen, S. P. Corder (Eds.), Papers in applied linguistics (Vol. 2, pp. 1-15), Oxford University Press, Oxford, 1975.
[17] J. Truscott, The case against grammar correction in L2 writing classes, Language Learning, 46 (2) (1996) 327.
[18] E. M. White, Teaching and assessing writing (2nd ed.), Jossey-Bass Publishers, San Francisco, 1994.
[19] L. F. Bachman, Fundamental considerations in language testing, Oxford University Press, Oxford, 1990.
[20] L. Fearn, N. Farnan, Interactions: Teaching writing and the language arts, Houghton Mifflin Company, Boston, 2001.
S. J. Savignon, Communicative competence: Theory and classroom practice (2nd edition), McGraw Hill, Sydney, 1997.