مجلة البحوث التربوية والتعليمية
Volume 11, Numéro 2, Pages 775-786
2022-06-09

Integrating Writing To Grammar Instruction: The Case Of First-year Students At Ens Of Bouzaréah



Authors : Sili Dehbia .

Abstract

Our experience in the teaching profession for long years has shown that Grammar instruction that is separate from writing doesn’t improve learners’ writing skills. An approach to teach Grammar in the context of writing is needed because what all learners need is guidance in understanding and applying those aspects of grammar that they regularly learn. Because Writing is a complex and challenging activity, we suggest that the most beneficial way of helping students is to use, above all, students’ writing as the basis for discussing grammatical concepts from oral language to written language. Integrating Grammar instruction into revising and editing process helps learners make immediate applications, thus allowing them to see the relevance of Grammar to their writing. By connecting their knowledge of oral language to written language, teachers can demystify abstract grammatical terminology and concepts so that learners can write with great confidence. This paper will justify the need to integrate Grammar into Writing. An action research will be used as a starting point to demonstrate what strategies can be used in class to encourage learners to set their own goals and encourage them to become autonomous learners.

Keywords

Grammar instruction; writing process; personal editing, grammar concepts; autonomy.

Les articles similaires

Probing The Impact Of Learning-by-teaching Method To Boost Efl Learners’ Engagement During The Grammar Session: The Case Of First-year Pem Students At Taleb Abdurrahman Ens Laghouat استغلال تأثير طريقة التعلّم التدريسي لتوطيد التواصل خلال حصة القواعد الانجليزية. طلبة السنة الأولى أساتذة المتوسط انجليزية بالمدرسة العليا للأساتذة بالأغواط أنموذجا .

Kabache Taieb . 
pages 788-806.

The Importance Of Differentiated Instruction In Developing Efl Students’ Writing Performance: The Case Of First-year Students Of English At Batna2 University

Lombarkia Soukeina .  Guerza Radia . 
pages 1349-1364.

Efl First Year Students’ Writing Problems And Proposed Remedial Strategies The Case Of 1st Year University Students At The English Department University Of Biskra

Bouhitem Tayeb . 
pages 87-105.

Transfer Of Knowledge From First-year English Writing Classes To Writing In The Disciplines: Case Studies Of Writing Across The Curriculum

Abdelhak Nemouchi .  Hamani Nesrine . 
pages 1141-1152.

Enhancing Learners’ Critical Writing Through Process Writing Approach Case Study: First Year Master Students Of The Department Of English Of Uhbc University

Kara Mostefa-boussena Leila . 
pages 298-311.

Formats de citation